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 Sep 28, 2015 Nov 8, 2015
Sem. IB Nov 9, 2015 Jan 17, 2016
Sem. IIA Feb 22, 2016 Apr 24, 2016
Sem. IIB Apr 25, 2016 Jun 5, 2016
Exam sessions
Session From To
Sessione Estiva Jun 6, 2016 Jul 31, 2016
Sessione Autunnale Sep 1, 2016 Sep 30, 2016
Sessione Invernale Jan 23, 2017 Feb 25, 2017
Degree sessions
Session From To
Sesione Estiva Jul 8, 2016 Jul 15, 2016
Sessione Autunnale (Solo Scienze del Serv. Sociale: Ven. 04/11/2016) Nov 21, 2016 Nov 26, 2016
Sessione Invernale Apr 3, 2017 Apr 8, 2017
Period From To
Festa di Ognissanti Nov 1, 2015 Nov 1, 2015
Festa dell'Immacolata Dec 8, 2015 Dec 8, 2015
Vacanze Natalizie Dec 23, 2015 Jan 6, 2016
Vacanze Pasquali Mar 24, 2016 Mar 29, 2016
Festa della Liberazione Apr 25, 2016 Apr 25, 2016
Festa dei Lavoratori May 1, 2016 May 1, 2016
Festa del S. Patrono S. Zeno May 21, 2016 May 21, 2016
Festa della Repubblica Jun 2, 2016 Jun 2, 2016
Vacanze Estive Aug 8, 2016 Aug 15, 2016

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


Bertazzoni Cristina

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Blezza Silvia

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Burro Roberto

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Capiluppi Claudio

symbol email symbol phone-number 045/802.8621

Cecchi Sergio

symbol email symbol phone-number 0458028034

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

symbol email symbol phone-number +39 045 802 8547

Lascioli Angelo

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Lavelli Manuela

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Lazzarin Gianmarco

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Lonardi Cristina

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foto,  July 11, 2018

Longo Mario

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Loro Daniele

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Majorano Marinella

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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. 2016/2017

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. 2017/2018

A course to be chosen among the following
activated in the A.Y. 2016/2017
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. 2017/2018
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. IA dal Sep 25, 2017 al Nov 11, 2017.

Learning outcomes

Formative objectives in relation to the professional profile of the educator The teaching of the philosophy of education, bearing in mind the educator's cultural and professional training profile, is intended to contribute to the enhancement of the reflexive and meta-reflective capacity of those enrolled in the Sciences of Education, focusing on the sphere of the many "Meanings" of education and the search for its "total meaning". In this way, the philosophy of education, placed in the third year of the course, aims to help students learn more personal, cultural and professional motivations that can enhance their ability to operate in a competent and responsible manner. His contribution to the achievement of the general educational purpose of the degree program is therefore of essentially cognitive and reflective nature, which is not directly addressed to educational practice but which can help to build the cognitive premises to understand more thoroughly what education means then act accordingly. Specific learning objectives On the basis of the above-mentioned general training purpose, to which it refers, the teaching aims to achieve some specific training objectives expressed in the form of expected learning outcomes.

1) First training objective: knowledge and understanding skills. At the end of the lessons, the student will have to show some of the major educational questions and understand their meaning better through the contribution of philosophical reflection on these issues, which are also the themes of philosophy. In this way, the student will experience an interdisciplinary, pedagogical and philosophical approach to the important content of education and will "recognize" the presence of the philosophical component within many educational content, which are expressed in particular by the language that it is typical of education and pedagogical reflection.

2) Second objective: knowledge and understanding applied to education. At the end of the lessons the student will have to show: a) knowing the "way" through which we can deepen from the philosophical point of view the meaning of certain concepts used in education and pedagogy; b) knowing how to apply this approach in the analysis of other concepts or problems, including the cognitive process. In this way it will be able to justify the relationship between educational experience, pedagogical reflection and philosophical theorization, and to appreciate the cultural and educational value that is implied in that connection.

3) Third training objective: autonomy of judgment. At the end of the lessons the student will have to understand how building their own way of knowing, evaluating and then acting is closely related to the ability to comprehend in depth all that concerns the educational activity, including its cognitive dimension of character philosophical and pedagogical.

4. Fourth Objective Goal: Communication Skills. At the end of the lessons the student will be able to communicate all that concerns the educational experience in a more articulate and meaningful way, even of a symbolic nature, thanks to the work of reflection on words of educational and pedagogical language, rethought by philosophical point of view. The enhancement of communicative competence is an essential relational and professional element; For this reason, the student will be invited, in the classroom, to express their own reflections on what is to be learned.

5) Fifth goal: ability to continue learning. At the end of the lessons the student will be able to understand and interpret a certain educational problem not only in pedagogical terms but also in philosophical terms, with the possibility of further enhancing and differentiating comprehension both in relation to other philosophical theories and in relation to the pedagogical theories of philosophical matrix. To ensure the opportunity to continue learning, it will work to start reflecting on the epistemology of the Philosophy of Education.


The "general" (or institutional) part of the program addresses the following core content, aimed at achieving the expected training goals. For their content, the "general" part of the program is "directly" the first two training objectives; successive goals are pursued "indirectly" through the classroom activity and the implications that result from the gradual assimilation of the content envisaged.

A) Content of the general part of the program.
1. From educational and pedagogical experience to the philosophical implications that are connected to them.
2. The cognitive model, just about the philosophy of education; b) General elements of discipline epistemology; c)
The "circular" methodological structure of the relationship between educational issues, philosophical reflection and
pedagogical synthesis
3. Applying the method of the philosophy of education to specific educational-philosophical content: a) The "person":
at the center of educational experience; b) The educational purpose and the problem of its "truth"; c) The mistake
as a way to seek the truth; d) The educational method, between the functional dimension and the size of art
and "beauty"; E) The educator's action and the need for "ethics in educational professions" F) Looking for the
ultimate meaning: education as "experience", as "symbol" and as "way of being" of existence.

B) Content of the monographic part of the program.
1. Experience of the "limit", general aspects
2. The "limit" of education and its distinction with regard to educational "problems"

Didactic method
The lessons will be held in three ways: a) the front lesson for the presentation of the contents; b) the lesson of the laboratory, in relation to the moments of collaboration between the students in the classroom. In addition, favors will be favored, questions and short debates on issues from time to time faced.

Reference texts
Author Title Publishing house Year ISBN Notes
Remo Bodei Limite il Mulino 2016 9788815260499
Daniele Loro Questioni educative e riflessioni filosofiche. Teoria e pratica della filosofia dell'educazione 2019 Dispensa, anno accademico 2017-2018
Massimo Baldini Virtù dell'errore. Fra epistemologia e pedagogia La Scuola 2012 9788835032861

Examination Methods

Texts for the exam
For the general part: it is mandatory for all, attending and non-attending, to study the following text:
• D. Loro, Among Educational Issues and Philosophical Reflections. Handbook of theory and practice of the philosophy of education. Lecture a. to. 2017-2018. The Text will be available at the end of the course at the Ateneo stationery, Lungadige Porta Vittoria, 37.

For the monographic part, it is compulsory for all, attending and non-attending, the following text:
• R. Bodei, Limite, Bologna, ed. Il Mulino, 2016.

Suggested texts for possible personal in-depth:
• M. Baldini, Error Virtue. Between epistemology and pedagogy, Brescia, ed. The School, 2012.

Exam Mode
The objective of the exam is to verify the presence of students in an adequate level of learning of the contents of the program and of the acquisition of the objectives and competences required by the specific training objectives.
The exam will take the form of a written test of 2 hours and 30 minutes. The written test will consist of:
• 9 closed-ended questions aimed at verifying the learning of general content aspects;
• 3 questions centered on the definition of the most important concepts; there are questions aimed at verifying the learning of the structural nodes of the issues addressed;
• 1 request for an understanding of a written text taken from the examination material; the application is aimed at verifying the ability to understand a written text;
• 3 open-ended questions aimed at verifying the descriptive and argumentative capacity in relation to the content studied.
Questions are assigned the following score:
 9 closed-ended questions: 1 point for each correct answer;
 3 concept definitions: max. 3 points;
 1 request for understanding the text; max. 3 points;
 3 open answer questions: max. 4 points.
The ability to communicate effectively will also be evaluated by the quality of the written composition, which must be corrected graphically, grammatically and syntactically.
To ensure the connection, as required by the "Diploma Supplement" (Diploma Supplement) document, between the Examination Program and the academic year in which the student submits the exam, and since each year the course program is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically appropriate that students enrolled in the academic years preceding pass the examination by carrying out the program of the current academic year, except for serious and motivated reasons, to be communicated in any case and in advance to the teacher.

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 theses and work experience 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