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.
Course calendar
The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..
Period | From | To |
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Sem. IA | Oct 1, 2014 | Nov 16, 2014 |
Sem. IB | Nov 17, 2014 | Jan 18, 2015 |
Sem. IIA | Feb 23, 2015 | Apr 19, 2015 |
Sem. IIB | Apr 20, 2015 | Jun 7, 2015 |
Session | From | To |
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Sessione Estiva (Esami sospesi dal 14 al 16 luglio) | Jun 8, 2015 | Jul 31, 2015 |
Sessione Autunnale | Sep 1, 2015 | Sep 30, 2015 |
Sessione Invernale | Jan 18, 2016 | Feb 21, 2016 |
Session | From | To |
---|---|---|
Sessione Estiva | Jul 14, 2015 | Jul 16, 2015 |
Sessione Autunnale | Nov 10, 2015 | Nov 12, 2015 |
Sessione Invernale | Mar 14, 2016 | Mar 17, 2016 |
Period | From | To |
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Festa di Ognissanti | Nov 1, 2014 | Nov 1, 2014 |
Festa dell'Immacolata Concezione | Dec 8, 2014 | Dec 8, 2014 |
Vacanze Natalizie | Dec 22, 2014 | Jan 6, 2015 |
Vacanze Pasquali | Apr 2, 2015 | Apr 7, 2015 |
Festa della Liberazione | Apr 25, 2015 | Apr 25, 2015 |
Festa dei lavoratori | May 1, 2015 | May 1, 2015 |
Festa del S. Patrono S. Zeno | May 21, 2015 | May 21, 2015 |
Festa della Repubblica | Jun 2, 2015 | Jun 2, 2015 |
Vacanze Estive | Aug 10, 2015 | Aug 16, 2015 |
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.
Academic staff
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 |
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1° Year
Modules | Credits | TAF | SSD |
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2° Year activated in the A.Y. 2015/2016
Modules | Credits | TAF | SSD |
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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.
Pedagogy and Sexual Difference (2014/2015)
Teaching code
4S00818
Teacher
Coordinatore
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Period
Sem. IIA, Sem. IIB
Learning outcomes
Education, teaching and formation are fields strongly marked by the female presence, but the language, the symbolic, the knowledge, the organisational and managerial structures seem to reflect still neuter-masculine paradigms. These are based on hierarchizing dualisms embodied in degrees of power (nature/culture, public/private, production/reproduction, rational/emotional, object/subject, normal/abnormal). Urgent becomes to assume a posture of thought and action that takes into account the fact that the world is one but inhabited by women and men, with the variety of their unique human experiences and sexual orientation, and with expectations, desires, capabilities and educational needs that cannot be homologated.
We will start from a basic idea of the feminism of sexual difference: the idea that women should not be treated as a disadvantaged and discriminated social group, to protect, support, and make it more equal to men through equality/equal opportunities politics and "pedagogies of gender; but, on the contrary, that the freedom of women, earned in the relations between women, has changed profoundly, strating from the relationship with themselves, the relationship with men and with their historic buildings, and radically rethinks the world (culture, knowledge, forms of social ties, economy, politics etc.) betting on a change of civilization, more livable and fair for all.
As in other research fields, also education and pedagogical knowledge are confronted with a post-patriarchal time, characterised by disorientation and ambivalences, but also by new awareness, subjectivity and transformative practices. The course will initiate the students towards these profound rearrangements in the view, language, and in the interpretative paradigms.
The course aims to make consciously operating the free sense of sexual difference, for a new civilization of relations, in educational research, practice education and training, planning and organization of interventions and educational services, in counselling to individuals and groups.
Program
Main attitudes of thought and action to be acquired:
- Talking is never neuter: sexualisation of the language, subjectivity and symbolic competence;
- Starting from oneself: the thought and knowledge from experience in education and in the pedagogic research;
- Relations at centre: practice of relations, disparity relations, care;
- Power and authority: the maximum of authority with the minimum of power
The subjects of the class are articulable into several interesting directions for pedagogical reflection. I propose the following:
1. New family and relational constellations. LGBT parenting;
2. Men and women, male and female children in the school and in services for children: what’s new?
3. The male issue and the phenomenon of violence;
4. The female competence in aid relations;
5. The maternity principle in the organisational culture and in leadership.
Introductory book: Anna Maria Piussi, Due sessi, un mondo. Educazione e pedagogia alla luce della differenza sessuale, Quiedit 2008.
1. Alessandra Gigli (a cura di), Maestra, ma Sara ha due mamme?, Guerini (2011) 2014.
2. M. Cristina Mecenero, Voci maestre, Junior 2003, e Laura Cappellini (cur.), Educare alla differenza, dossier rivista 'Bambini', genn. 1999 (reperibile in Biblioteca di Dipartimento)
3. Giuseppe Burgio, Adolescenza e violenza. Il bullismo omofobico come formazione alla maschilità, Mimesis 2012; oppure Deiana-Greco (cur.),Trasformare il maschile. Nella cura, nell’educazione, nelle relazioni, Cittadella 2012.
4. Il rischio dell'incontro. La competenza femminile nella relazione di aiuto, Comune di Mantova 2004 (reperibile in Biblioteca di Dipartimento); Delfina Lusiardi, Anna Maria Piussi, E la vita continua quasi dritta. Un laboratorio di narrazioni pazienti, Quiedit 2015. Per chi volesse approfondire, indico un altro testo, ma solo come facoltativo: Carol Gilligan, La virtù della resistenza. Resistere, prendersi cura, non cedere, Moretti & Vitali 2014.
5. Andrea Vitullo, Riccarda Zezza, La maternità è un master, Bur 2014.
These references are arranged for the different topics of the course. Please note that the introductory book, as well as those books at point 2 and 4 are compulsory, plus another text chosen from the remaining points 1,3,5.
The course offers a plenty of didactic activities: frontal lectures, workshops, small groups’ researches, discussions of case study and ongoing projects.
Examination Methods
Oral exam for non-attendant students.
Depending on the number of participants, the attending students can replace the oral exam with an paper of small group (3 people max) presented and discussed in the classroom, in which the individual contribution is recognizable, with the aim to explore the themes proposed. Will be given guidance on how to organize and spread the paper. Proposals for the work of the groups will gather April 2; exposures in the classroom will take place in May according to a schedule to be agreed together.
Teaching materials e documents
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indicazioni tesine di ricerca (pdf, it, 98 KB, 31/03/15)
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.
Graduation
Attachments
Title | Info File |
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599 KB, 27/01/23 |
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530 KB, 08/09/22 |
List of theses and work experience proposals
theses proposals | Research area |
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Psicoanalisi | Psychology - Psychology, Psychoanalysis |
Student mentoring
Linguistic training CLA
Practical information for students
Stage e Tirocini
Per le altre attività formative (crediti F) sono previsti 9 cfu (pari a 225 ore) da acquisire solamente attraverso l’attività di tirocinio obbligatoria, a sua volta suddivisa in:- tirocinio indiretto (1 cfu: 25 ore di frequenza obbligatoria in università per il 75%) in preparazione dell’attività formativa sul campo;
- tirocinio diretto (8 cfu), da svolgersi presso enti convenzionati.
Il tirocinio indiretto consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso di formazione della durata di 25 ore.
La finalità di questo percorso è quella di preparare le/gli studenti alla particolare forma di apprendimento costituita dal tirocinio, 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 proveniente dal mondo professionale di educatori e pedagogisti, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.