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.

A.A. 2017/2018

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 25, 2017 Nov 11, 2017
Sem. IB Nov 13, 2017 Jan 20, 2018
Sem. IIA Feb 26, 2018 Apr 21, 2018
Sem. IIB Apr 23, 2018 Jun 9, 2018
Exam sessions
Session From To
Sessione Invernale Jan 22, 2018 Feb 24, 2018
Sessione Estiva Jun 11, 2018 Jul 28, 2018
Sessione Autunnale Aug 27, 2018 Sep 22, 2018
Sessione Straordinaria Jan 14, 2019 Feb 16, 2019
Degree sessions
Session From To
Sessione Estiva Jul 16, 2018 Jul 21, 2018
Sessione Autunnale Nov 12, 2018 Nov 17, 2018
Sessione Primaverile Apr 1, 2019 Apr 6, 2019
Holidays
Period From To
All Saints Day Nov 1, 2017 Nov 1, 2017
Immaculate Conception Dec 8, 2017 Dec 8, 2017
Christmas break Dec 22, 2017 Jan 7, 2018
Easter break Mar 30, 2018 Apr 3, 2018
Liberation Day Apr 25, 2018 Apr 25, 2018
Labour Day May 1, 2018 May 1, 2018
Patron Saint Day May 21, 2018 May 21, 2018
Republic Day Jun 2, 2018 Jun 2, 2018
Summer break Aug 13, 2018 Aug 18, 2018

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 Enrolment FAQs

Academic staff

B C D G L M N P R S T

Bertazzoni Cristina

cristina.bertazzoni@univr.it

Blezza Silvia

silvia.blezzapicherle@univr.it +39 045802 8651

Burro Roberto

roberto.burro@univr.it +39 045 802 8911

Capiluppi Claudio

claudio.capiluppi@univr.it 045/802.8621

Cecchi Sergio

sergio.cecchi@univr.it 0458028034

Cima Rosanna

rosanna.cima@univr.it 0458028046

Dal Toso Paola

paola.daltoso@univr.it 045/8028281

De Cordova Federica

federica.decordova@univr.it +39 045 802 8369

De Silvestri Donato

donato.desilvestri@univr.it 0458028780

Dusi Paola

paola.dusi@univr.it 045/8028616

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Landuzzi Maria Gabriella

mariagabriella.landuzzi@univr.it +39 045 802 8547

Lascioli Angelo

angelo.lascioli@univr.it +39 045802 8156

Lavelli Manuela

manuela.lavelli@univr.it +39 045 802 8136

Lazzarin Gianmarco

gianmarco.lazzarin@univr.it 045 802 8391

Lonardi Cristina

cristina.lonardi@univr.it 045/8028360
foto,  July 11, 2018

Longo Mario

mario.longo@univr.it 045 8028393

Loro Daniele

daniele.loro@univr.it +39 045 802 8041

Majorano Marinella

marinella.majorano@univr.it 0458028372

Melotto Federico

federico.melotto@univr.it; federicomelotto@hotmail.com

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Nicolini Andrea

andrea.nicolini.uni@gmail.com - andrea.nicolini@univr.it

Pelgreffi Igor

igor.pelgreffi@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Porceddu Cilione Pier Alberto

pieralberto.porcedducilione@univr.it; pierre_pordd@yahoo.it 045 8028732

Portera Agostino

agostino.portera@univr.it +39 045802 8397

Ronsivalle Gaetano Bruno

gaetanobruno.ronsivalle@univr.it 3462156236

Sità Chiara

chiara.sita@univr.it 0039.045.8028572

Stoffella Marco

marco.stoffella@univr.it +39 045802 8376

Tronca Luigi

luigi.tronca@univr.it +39 045 8028075

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 enrolment year.

CURRICULUM TIPO:
ModulesCreditsTAFSSD
9
A
(M-PED/01)
A course to be chosen among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)
ModulesCreditsTAFSSD
A course to be chosen among the following
6
A
(M-FIL/03)
A course to be chosen among the following
6
B
(SECS-S/05)
A course to be chosen among the following
Training (-)
12
F
-
ModulesCreditsTAFSSD
9
B
(M-PED/03)
A course to be chosen among the following
6
C
(M-PED/01)
Final exam (-)
6
E
-

1° Year

ModulesCreditsTAFSSD
9
A
(M-PED/01)
A course to be chosen among the following
6
B
(M-STO/01)
6
B
(M-STO/02)
Foreign language (B1 level)

2° Year

ModulesCreditsTAFSSD
A course to be chosen among the following
6
A
(M-FIL/03)
A course to be chosen among the following
6
B
(SECS-S/05)
A course to be chosen among the following
Training (-)
12
F
-

3° Year

ModulesCreditsTAFSSD
9
B
(M-PED/03)
A course to be chosen among the following
6
C
(M-PED/01)
Final exam (-)
6
E
-
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.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S00785

Teacher

Daniele Loro

Coordinatore

Daniele Loro

Credits

6

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Language

Italian

Period

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.

Program

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.

Bibliografia

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. www.ateneovr.it.

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.

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.

Graduation

Attachments

List of theses and work experience proposals

theses proposals Research area
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology
Tesi - Contatto fisico intergruppi Psychology - Psychology, Applied
Tesi - Contatto fisico intergruppi Psychology - Psychology, Social
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
PROPOSTE TESI AMBITO GEOGRAFICO Various topics
Scuola e capitale sociale Various topics
Stage Research area
Tirocinio - Contatto fisico intergruppi PSYCHOLOGY - PSYCHOLOGY
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Applied
Tirocinio - Contatto fisico intergruppi Psychology - Psychology, Social

Gestione carriere


Practical information for students


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.

Per altre informazioni in merito alle procedure per svolgere il tirocinio, è possibile contattare l'Ufficio Stage e Tirocini.

Attachments


Linguistic training CLA


Student mentoring


Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.