Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. IA (31.10.16 sosp.lezioni) Oct 3, 2016 Nov 12, 2016
Sem. IB Nov 14, 2016 Jan 21, 2017
Sem. IIA Feb 27, 2017 Apr 22, 2017
Sem. IIB Apr 24, 2017 Jun 10, 2017
Exam sessions
Session From To
Sessione Estiva Jun 12, 2017 Jul 29, 2017
Sessione Autunnale Aug 21, 2017 Sep 23, 2017
Sessione Straordinaria Jan 22, 2018 Feb 24, 2018
Degree sessions
Session From To
Sessione Estiva Jul 10, 2017 Jul 15, 2017
Sessione Autunnale Dec 18, 2017 Dec 21, 2017
Sessione Invernale Mar 23, 2018 Mar 29, 2018
Period From To
Festa di Ognissanti Nov 1, 2016 Nov 1, 2016
Festa dell'Immacolata Dec 8, 2016 Dec 8, 2016
Vacanze Natalizie Dec 23, 2016 Jan 7, 2017
Vacanze Pasquali Apr 14, 2017 Apr 18, 2017
Festa della liberazione Apr 25, 2017 Apr 25, 2017
Festa dei Lavoratori May 1, 2017 May 1, 2017
Festa del Santo Patrono - San Zeno May 21, 2017 May 21, 2017
Festa della Repubblica Jun 2, 2017 Jun 2, 2017
Vacanze Estive Aug 14, 2017 Aug 19, 2017

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrollment FAQs

Academic staff


Blezza Silvia

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Burro Roberto

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Capiluppi Claudio

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Cecchi Sergio

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Cima Rosanna

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Dal Toso Paola

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De Cordova Federica

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De Silvestri Donato

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Dusi Paola

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Gamberoni Emanuela

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Garbellotti Marina

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Landuzzi Maria Gabriella

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Lascioli Angelo

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Lavelli Manuela

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Lonardi Cristina

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Loro Daniele

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Macor Laura Anna

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Melotto Federico

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foto1,  June 18, 2020

Migliorati Lorenzo

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Nicolini Andrea

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Pelgreffi Igor

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Pontrandolfo Stefania

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Porceddu Cilione Pier Alberto

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Portera Agostino

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Ronsivalle Gaetano Bruno

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Sità Chiara

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Stoffella Marco

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Tronca Luigi

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Study Plan

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.


2° Year   activated in the A.Y. 2017/2018

A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following

3° Year   activated in the A.Y. 2018/2019

A course to be chosen among the following
activated in the A.Y. 2017/2018
A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following
activated in the A.Y. 2018/2019
A course to be chosen among the following
Modules Credits TAF SSD
Between the years: 1°- 2°- 3°

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.

S Placements in companies, public or private institutions and professional associations

Teaching code



Daniele Loro





Scientific Disciplinary Sector (SSD)



Sem. 1A dal Sep 24, 2018 al Nov 10, 2018.

Learning outcomes

1. To know some of the main educational themes, expressed in particular by the pedagogical language, and to understand its meaning better thanks to the contribution of philosophical thought, since these themes also have a philosophical value.
2. Understand that the act of education, like any other professional action, has an ethical, aesthetic and theoretical dimension in itself, for whose full understanding philosophical reflection is necessary.
3. To know and understand that the philosophical contribution to educational reflection is of a reflective nature and ultimately concerns the meaning and the ultimate goal of educating; hence its importance also for educational practice.


1. To use a cognitive methodology that starts from the educational experience, rereads its meaning in philosophical terms and shows its content in the analysis of the initial empirical situation.
2. To know how to justify the relationship between educational experience, pedagogical reflection and philosophical theorization, and to appreciate the formative and cultural value that is expressed by this link.
3. To learn from the pedagogical reflection further personal, cultural and professional motivations that can strengthen the ability to operate in a competent and responsible way in the different educational contexts


• In relation to the development of the ability to know and understand
The first part of the program aims to put the necessary cognitive premises to proceed in the knowledge and understanding of the essential disciplinary contents.
1. The problematic relationship between education and philosophy
2. Educational practice and philosophical research: the philosophical implications in language and in educational practice
3. Elements for a theoretical vision of philosophical knowledge
4. The cognitive model of the philosophy of education
5. The complexity of the relationship between philosophical theory, educational practice and philosophical-pedagogical synthesis

• In relation to the development of the ability to apply knowledge and understanding
The second part of the program aims to show how it is possible to "apply" the methodological approach of the philosophy of education to issues and problems that are essential from an educational point of view.
1. Philosophical reflection on the "person" at the center of the educational experience
2. Philosophical reflection on the theme of "truth" in education
3. Philosophical reflection on the theme of "beauty" in education
4. Philosophical reflection on the "ethical" dimension of educational work
5. Philosophical reflection on the theme of "time" in education
6. Philosophical reflection on the theme of the "limit" of educational work

• In relation to the development of judgmental autonomy, communication skills and the ability to continue learning
The third part of the program, combined with a more participatory and laboratory-based teaching method, aims to empower students to have independent judgment, communication skills and the desire to continue learning.
1. Philosophical reflection on the "need for meaning" and its educational implications
2. Existential and cultural reflection on the "utility" of what appears "useless"

• In relation to the didactic organization of the program development
The lessons will take place keeping in mind three ways:
1. the frontal lesson for the presentation of essential contents;
2. the participative and laboratory lesson, in relation to the moments of classroom dialogue between students and teacher and collaboration between the students;
3. Interventions, questions and short debates will be favored on the issues discussed from time to time;
4. If necessary, the e-learning platform will be used to upload educational material.

Reference texts
Author Title Publishing house Year ISBN Notes
N. BOBBIO La filosofia e il bisogno di senso Morcelliana 2017
D. LORO "Tra" esperienze educative e ricerca di senso. Teoria e pratica della filosofia dell'educazione 2018 Dispensa a. a. 2018-2019

Examination Methods

• Reference texts
To achieve the learning objectives listed above, it is necessary to study two texts, compulsory for all, attending and not attending:
─ D. Loro, "Between" educational experiences and search for meaning. Theory and practice of the philosophy of education. Lecture a. to. 2018-2019. The lecture will be available towards the end of the course at the University Cartoleria, Lungadige Porta Vittoria, 37.
─ N. Bobbio, Philosophy and the need for meaning, Brescia, ed. Morcelliana, 2017.

Suggested texts for a possible personal study:
─ M. Baldini, Virtue of error. Between epistemology and pedagogy, Brescia, ed. The School, 2012.
─ R. Bodei, Limit, Bologna, ed. the Mill, 2016.
─ Order No., The utility of the useless. Programme, Milan, ed. Bompiani / Rizzoli, 201616 (2013).

• Exam mode
The objective of the exam is to verify the presence in the students of an adequate level of learning and understanding of the contents of the program. The exam will take place in the form of the written test, with a maximum duration of 3 hours. The written test will consist of four parts, for each of which differentiated methods are provided, with different evaluation objectives:
Part A): 1 question to understand a written text: to demonstrate understanding of the meaning of a passage taken from the texts studied, to identify the conceptually most important sentence and to justify this choice.
Part B) 6 multiple choice questions, aimed at verifying the learning of the basic content aspects, present in the studied texts.
Part C) 3 questions focused on the definition of the most important concepts present in the texts studied; they are questions aimed at verifying the learning of the structural nodes of the issues addressed;
Part D) 4 open-ended questions, aimed at verifying the argumentative and expositive skills in relation to the contents studied.

The following score is assigned to the questions:
Part A) 1 application for understanding the text; max. 3 points;
or Part B) 6 multiple choice questions: 1 point for each right answer; 0.50 for a partially correct answer, -0.50 for the wrong answer;
Part C) 3 questions related to definitions of concepts: max. 3 points for each question
Part D) 4 open-ended questions: max. 3.5 points.

The ability to communicate effectively will also be assessed through the quality of the written composition, which must be corrected from a graphic, grammatical and syntactical point of view. It will be explicitly evaluated as an incentive for a task that is correct in the contents and written well from the point of view of the form.

• Need for the connection between the exam program and the academic year in which the test is being held
To guarantee the connection, as required by the "supplement to diploma" (diploma supplement), between the exam program and the academic year in which the student takes the exam, and because each year the program of the course is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically opportune that students enrolled in the previous academic years give the exam carrying the program of the current academic year, except for serious and motivated reasons, to communicate in any case and beforehand to the professor.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Type D and Type F activities

Modules not yet included

Career prospects

Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.



List of thesis proposals

theses proposals Research area
Ambienti e contesti di lavoro con minori Various topics
Analisi dei personal network di sostegno Various topics
comunicazioni relative alla tesi Various topics
Il teatro come contesto educativo Various topics
I processi di globalizzazione culturale nella società contemporanea Various topics
La social network analysis applicata allo studio dei contesti educativi Various topics
L'educatore ed i progetti europei Various topics
L'impegno associativo in ambito educativo Various topics
Politiche sociali e contesti educativi Various topics
Progetti di collaborazione con le istituzioni scolastiche Various topics
Scuola e capitale sociale Various topics

Linguistic training CLA

Gestione carriere

Student mentoring

Practical information for students


Title Info File
File pdf 1 - Guida per lo studente - AGGIORNAMENTO 2022 pdf, it, 325 KB, 02/05/23
File pdf 2 - Guida per lo studente - AGGIORNAMENTO 2020 pdf, it, 212 KB, 02/05/23
File pdf 3 - Guida per lo studente - AGGIORNAMENTO 2013 pdf, it, 131 KB, 02/05/23

Stage e Tirocini

Le ulteriori attività formative (crediti F) sono interamente coperte dall’attività di tirocinio “indiretto” (1 cfu) da svolgersi nel secondo anno e di tirocinio “diretto” (14 cfu) da svolgersi presso enti convenzionati per un numero complessivo di 15 cfu (375 ore). Chi è iscritta/o al curriculum servizi per l’infanzia è tenuta/o a svolgere il tirocinio presso nidi e servizi per la prima infanzia per almeno il 50% delle ore.
Il tirocinio professionalizzante (375 ore, pari a 15 cfu), è obbligatorio sia nella sua forma diretta che indiretta.
Il tirocinio indiretto, della durata di 25 ore a frequenza obbligatoria al 75%, si svolge in Università per 20 ore e in forma di lavoro individuale per 5 ore e consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso formativo dotandoli di conoscenze e strumenti adeguati a osservare, comprendere e rielaborare criticamente l’esperienza di tirocinio nei servizi educativi e ad affrontare il tirocinio negli enti con metodo e consapevolezza. Il percorso, da attuare in gruppi da 20-25 persone sotto la supervisione di un tutor, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
Il tirocinio diretto si propone di raggiungere i seguenti obiettivi:

  • fare esperienza diretta di attività professionali, che richiedono un livello di preparazione al lavoro educativo;
  • approfondire in particolare il rapporto tra preparazione teorica, acquisita mediante lo studio, ed esperienza pratica, tra mondo del sapere e della cultura e mondo del lavoro e delle professioni;

Al termine del tirocinio diretto lo studente deve presentare una relazione scritta, nella modalità concordata con il tutor accademico.

Nuove Linee Guida per il tirocinio di Scienze dell'educazione.


Student login and resources