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.

This information is intended exclusively for students already enrolled in this course.
If you are a new student interested in enrolling, you can find information about the course of study on the course page:

Laurea magistrale in Scienze pedagogiche - Enrollment from 2025/2026

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.

Modules Credits TAF SSD
Between the years: 1°- 2°

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

4S000569

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

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

Period

Sem. 2A, Sem. 2B

Learning outcomes

1. Intercultural pedagogy as a response to pluralism and globalization;
2. Difference among metacultural, transcultural, multicultural and intercultural pedagogy;
3. Epistemological, methodological and teaching aspects of intercultural pedagogy;
4. Historical development of intercultural pedagogy in Italy, in Europe and overseas;
SKILLS
1. Use intercultural educational knowledge while managing the complexity of the contemporary world; recognize the fundamental elements of the intercultural educational intervention; identify the theoretical and methodological elements that are essential to build intercultural educational projects among the individual educational situations.

Program

PROGRAMME:
1. Fundamental elements of general and intercultural pedagogy:
- fundamental elements of general pedagogy and new pedagogical movements (problematicism, empiricism, personalism);
- epistemology and development of transcultural and multicultural pedagogy;
- epistemology and development of intercultural pedagogy.
2. Researches and models of intercultural competences:
- critical reflection on models and theories of intercultural competence;
- modus operandi and limitations on the assessment of intercultural competences;
- functioning of a model of intercultural competences developed in Verona.
3. Methods of intercultural education in the educational practice:
- intercultural competence at school, at home, in the jobs, in the media and in society;
- management of conflicts and intercultural mediation;
- cooperative learning, problem solving, management of heterogeneous and complex groups.

TEACHING METHODS
The classes include frontal lessons, group discussions and exercises in small groups.

MODALITY OF THE FINAL EXAM
BOOKS (5 IN TOTAL)
For the final exam it is necessary to study five books.
Texts for the exam
General part
- PORTERA, A., Manuale di Pedagogia interculturale, Laterza, Roma, 2017 (3. edizione)
Monographic part
- Portera, A., Dusi, P. (a cura di), Neoliberalismo, Educazione e Competenze interculturali. Franco Angeli, Milano, 2016.
- CHOEN-EMERIQUE, M., Per un approccio interculturale nelle professioni sociali e educative. Erickson, Trento, 2017.
- AA.VV., Gestione dei conflitti e mediazione interculturale, Franco Angeli, Milano 2005.

The course includes theoretical-practical exercises that are an integral part of the exam programme. One of the following texts (that won’t have to be used for other exams) has to be used to analyze in depth the practical part:
- *PORTERA, A., Milani M. (a cura di) Competenze interculturali e successo formativo, Ets Edizioni, Pisa, 2019.

- *PORTERA, A., BÖHM W., SECCO, L., Educabilità, educazione e Pedagogia nella società complessa. UTET, Torino, 2007.

- *Portera, A., Dusi, P. (a cura di), Neoliberalismo, Educazione e Competenze interculturali. Franco Angeli, Milano, 2016.

- AA.VV., Competenze interculturali, Angeli, Milano, 2013.

- *AA.VV., Educazione interculturale alla cittadinanza, Carocci, Roma, 2008.

- *PORTERA, A, LA MARCA, A. CATARCI, M., Pedagogia interculturale, La Scuola, Brescia, 2015.

- SANTERINI, M., Formazione Interculturale: teoria e pratica. Unicopli, Milano, 2007.

- GUIDETTI, B., Educazione e pedagogia interculturale in azienda. Angeli, Milano, 2008.

- AGOSTI A. (A CURA DI), La formazione, Franco Angeli, Milano 2006

- CORTE, M., Comunicazione e giornalismo interculturale, CEDAM, Padova, 2006.

- * MILANI, M., A scuola di competenze interculturali. Metodi e pratiche pedagogiche per l’inclusione scolastica. F. Angeli, Milano, 2017.

- * LAMBERTI S., Apprendimento cooperativo e educazione interculturale, Erickson, Trento, 2010.

- *PORTERA, A. Globalizzazione e pedagogia interculturale, Erickson, Trento, 2006.

- PORTERA, A., La pedagogia interculturale nella teoria e nella pratica, CEDAM, Padova, 2000

- NIGRIS E., (a cura di), Pedagogia e didattica interculturale, Pearson, Milano 215.

- ANDOLFI, M. (a cura di), Famiglie immigrate e psicoterapia transculturale. F. Angeli, Milano, 2004

- FAVARO, G. FUMAGALLI, M. (a cura di), capirsi diversi. Idee e pratiche di mediazione interculturale. Carocci, 2004

- GIUSTI, M., Teorie e metodi di pedagogia interculturale, Utet, Roma, 2017

- FIORUCCI M., Pinto Minerva F., Portera A. (a cura di), Gli alfabeti dell’intercultura, Edizioni Ets, Pisa, 2017.

- *PORTERA, A., ALBERTINI G., LAMBERTI S., Disabilità dello sviluppo, educazione e Cooperative Learning. Un approccio interculturale, F. Angeli, Milano, 2015.

* text recommended for not-attending students

Examination Methods

EXAM FEATURES
The educational and evaluation modalities of learning 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 consists of a written test with closed questions from some textbooks and an open question. The oral exam on all the textbooks can be taken on the same day, after getting the result of the written test.

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