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. 1A Sep 21, 2020 Oct 31, 2020
Sem. 1B Nov 9, 2020 Jan 9, 2021
Sem. 2A Feb 15, 2021 Apr 1, 2021
Sem. 2B Apr 14, 2021 May 29, 2021
Exam sessions
Session From To
Sessione d'esame invernale Jan 14, 2021 Feb 13, 2021
Sessione d'esame estiva Jun 7, 2021 Jul 24, 2021
Sessione d'esame autunnale Aug 23, 2021 Sep 18, 2021
Degree sessions
Session From To
Sessione di laurea estiva Jul 5, 2021 Jul 10, 2021
Sessione di laurea autunnale Nov 8, 2021 Nov 13, 2021
Sessione di laurea invernale Mar 28, 2022 Apr 1, 2022
Period From To
Festa di Ognissanti Nov 1, 2020 Nov 1, 2020
Festa dell'Immacolata Dec 8, 2020 Dec 8, 2020
Vacanze di Natale Dec 24, 2020 Jan 6, 2021
Vacanze di Pasqua Apr 2, 2021 Apr 6, 2021
Festa della liberazione Apr 25, 2021 Apr 25, 2021
Festa del lavoro May 1, 2021 May 1, 2021
Festa del Santo Patrono May 21, 2021 May 21, 2021
Festa della Repubblica Jun 2, 2021 Jun 2, 2021
Vacanze estive Aug 9, 2021 Aug 15, 2021

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


Alga Maria Livia

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Bastianello Tamara

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Bevilacqua Alessia Maria Aurora

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Blezza Silvia

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Bonazzi Matteo

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Bondì Davide

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Cantalupo Gaetano

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Carta Simona

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Cima Rosanna

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Cordiano Alessandra

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Corsi Fabio

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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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De Silvestri Elena

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Dusi Paola

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Florit Elena

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Fornari Giuseppe

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Garbellotti Marina

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Landi Licia

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Landuzzi Maria Gabriella

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Lascioli Angelo

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Loro Daniele

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Majorano Marinella

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Milani Marta

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Mion Giorgio

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Mori Maria

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Mussini Ilaria

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Ongaro Alessandro

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Pappalardo Maria

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Parini Giorgia Anna

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Persici Valentina

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Poggi Davide

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Poli Albino

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Pontrandolfo Stefania

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Portera Agostino

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Rapanà Francesca

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Ronsivalle Gaetano Bruno

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Scandola Michele

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Seppi Roberta

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Sità Chiara

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Traina Ivan

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Tronca Luigi

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Vicini Fabio

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Vit Rosanna

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Viviani Debora

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Zoccatelli Barbara

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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 enrolment year.

Modules Credits TAF SSD
Between the years: 2°- 3°
Direct training
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



Agostino Portera





Scientific Disciplinary Sector (SSD)



Sem. 2A, Sem. 2B

Learning objectives

Knowledge and understanding 1. Knowing and understanding problems, theories, processes, meanings and actors of educational relationship in multicultural contests. 2. Understanding the epistemological, methodological and teaching aspects of intercultural education and distinction with other approaches. 3. Knowing the historical development of Intercultural Education in Italy, Europe and overseas; 4. Recognizing the educational and cultural needs of the immigrants and understanding both the educational dimensions in contexts of marginality and exclusion, and the categorization processes related to the formation of stereotypes and prejudices. Applying knowledge and understanding 1. Knowledge related with expressing own opinion, reflections and evaluations, according with the complexity of the contemporary world. 2. Identifying, in the concrete educational situations, the theoretical and methodological elements that are essential to build intercultural educational projects. 3. Being able to translate the theoretical reference criteria of intercultural education into the ability of listening and dialog in interpersonal and group relations. 4. Learning of acquisition of processes, learning and working methods in social and cultural heterogeneous contexts.

Prerequisites and basic notions

The course does not need any particular prerequisites.


1. Development of intercultural pedagogy as a response to globalization and complexity: - development of transcultural pedagogy in overseas countries and in Europe; - development of multicultural pedagogy in overseas countries and in Europe; - development of intercultural pedagogy in overseas countries, in Europe and in Italy. 2. Stereotypes, prejudices, intercultural education in the Italian school: - epistemological aspects of transcultural pedagogy; - epistemological aspects of multicultural pedagogy; - epistemological aspects of intercultural pedagogy; - recognition of stereotypes and prejudices. 3. Implementation of intercultural educational projects in different contexts. - educational projects of intercultural pedagogy at school; - educational projects of intercultural pedagogy in the family; - educational projects of intercultural pedagogy in civil society.


Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.

Didactic methods

Classroom meetings include the use of lectures, group discussions and exercises in small groups. To prepare for the exam, students must use the following texts. general part:
- PORTERA, A. Educazione e pedagogia interculturale, Mulino, Bologna, 2022 (può essere sostituito da: PORTERA, A. Globalizzazione e pedagogia interculturale, Erickson, Trento, 2006.)
parte monografica
- PORTERA, A., MILANI M. (a cura di) Competenze interculturali e successo formativo, ETS Edizioni, Pisa, 2019.
- PORTERA, A., Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali, F. Angeli, Milano, 2018.
- PORTERA, A. & GRANT, C.A., (2017) (edit). Intercultural Education and Competences for the Global World, Newcastle: Cambridge Scholars Publishing. (Può essere sostituito da: PORTERA, A, LA MARCA, A., CATARCI, M., Pedagogia interculturale, La Scuola, Brescia, 2015.)
The course will be supported by specific theoretical-practical exercises, which will form an integral part of the program. 'exam. To deepen this practical part, it will be necessary to use one of the following texts (which must not have been used for other exams):
- MACINAI, E. Pedagogia interculturale. Mondadori, Milano, 2020.
- *MILANI, M., A scuola di Competenze interculturali. Franco Angeli, Milano, 2017.
- *PORTERA, A., ALBERTINI G., LAMBERTI S., Disabilità dello sviluppo, educazione e Cooperative Learning. Un approccio interculturale. F. Angeli, Milano, 2015.
- *PORTERA, A. Manuale di pedagogia interculturale. Laterza, Roma-Bari, 2017 (4 ed.).
- *GIUSTI, M., Teorie e metodi di pedagogia interculturale. Utet, Roma, 2017
- PORTERA A and GRANT C.A. (edit). Intercultural Education and Competences for the Global World. Newcastle, Cambridge Scholars Publishing, 2017.
- PORTERA, A., Educazione interculturale in famiglia. La scuola, Brescia, 2004.
- LAMBERTI S., Cooperative learning, CEDAM, Padova, 2006.
- PORTERA, A., DUSI, P. (a cura di), Neoliberalismo, Educazione e Competenze interculturali. Franco Angeli, Milano, 2016.
- *AA.VV., Competenze interculturali, Franco Angeli, Milano, 2013.
- AA.VV., Pedagogia interculturale in Italia e in Europa. Vita e Pensiero, Milano, 2003.
- *AA.VV., Educazione interculturale alla cittadinanza. Carocci, Roma, 2008.
- LAMBERTI, S., MILANI, M., OLIVIERI. N., Cooperare per apprendere insieme. Verona, 2016
- LAMBERTI, S., Apprendimento cooperativo e educazione interculturale. Erickson, Trento, 2010.
- GUIDETTI, B., Educazione e pedagogia interculturale in azienda. Franco Angeli, Milano, 2008.
- SANTERINI, M., Il racconto dell’altro. Carocci, Roma, 2008.
- CORTE, M., Comunicazione e giornalismo interculturale. CEDAM, Padova, 2006.
- MILANI, M., A scuola di Competenze interculturali. Franco Angeli, Milano, 2017.
- GARDNER H., Sapere per comprendere. Feltrinelli, Milano, 1999.
- PORTERA, A., La pedagogia interculturale nella teoria e nella pratica. CEDAM, Padova, 2000
- FAVARO, G. & FUMAGALLI, M. (a cura di), capirsi diversi. Idee e pratiche di mediazione interculturale. Carocci, Roma, 2004
- *AA.VV., Educazione interculturale nel contesto internazionale. Guerini, Milano, 2006.
- FIORUCCI M., PINTO MINERVA F., PORTERA A. (a cura di), Gli alfabeti dell’intercultura. Edizioni Ets, Pisa, 2017
- SANTERINI, M., La scuola della cittadinanza. Laterza, Bari, 2010.
- NIGRIS, E. (a cura di), Pedagogia e didattica interculturale. Pearson, Milano, 2015.
* text recommended for non-attending students.

Learning assessment procedures

The educational and evaluation learning modalities will be communicated at the beginning of the lessons. The exam aims at verifying the level of achievement of the educational objectives previously mentioned. The exam is oral on all the textbooks.

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

Evaluation criteria

During the test the knowledge of the exam program, the critical-reflective capacity with respect to the concepts and theories that are exposed, the use of the correct pedagogical language, the ability to connect theories and concepts to hypotheses of practical prefigurations will be verified.

Criteria for the composition of the final grade

Oral interview lasting approximately 20 '. The texts to be studied are the same for attending and non-attending students, as well as for Erasmus students. Vote in thirtieths.

Exam language

italiano (o inglese)

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


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