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 27, 2021 Nov 6, 2021
Sem. 1B Nov 15, 2021 Jan 12, 2022
Sem. 2A Feb 14, 2022 Mar 26, 2022
Sem. 2B Apr 4, 2022 Jun 4, 2022
Exam sessions
Session From To
Sessione Invernale Jan 10, 2022 Feb 12, 2022
Sessione estiva Jun 6, 2022 Jul 23, 2022
Sessione autunnale Aug 29, 2022 Sep 24, 2022
Degree sessions
Session From To
Sessione estiva Jul 11, 2022 Jul 16, 2022
Sessione autunnale Nov 7, 2022 Nov 12, 2022
Period From To
FESTIVITA' OGNISSANTI Nov 1, 2021 Nov 1, 2021
Vacanze di Natale Dec 25, 2021 Jan 6, 2022
VACANZE DI PASQUA Apr 15, 2022 Apr 19, 2022
Festa della Liberazione Apr 25, 2022 Apr 25, 2022
FESTA DEL LAVORO May 1, 2022 May 1, 2022
Festività Santo Patrono di Verona May 21, 2022 May 21, 2022

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


Bastianello Tamara

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Bertazzoni Cristina

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Bombieri Rosi

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Bonazzi Matteo

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Cima Rosanna

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Cordiano Alessandra

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Cusinato Guido

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Dal Toso Paola

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De Cordova Federica

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De Vita Antonietta

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Dusi Paola

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Girelli Claudio

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Gosetti Giorgio

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Lascioli Angelo

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Loro Daniele

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Majorano Marinella

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Meneghini Anna Maria

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Milani Marta

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Moro Valentina

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Mortari Luigina

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Pontrandolfo Stefania

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Recalcati Massimo

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Scandola Michele

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Seppi Roberta

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Sità Chiara

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Stavru Alessandro

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Tomba Barbara

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Trifiletti Elena

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Ubbiali Marco

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Valbusa Federica

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Viviani Debora

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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: 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



Daniele Loro





Scientific Disciplinary Sector (SSD)



Sem. 1A dal Sep 26, 2022 al Nov 5, 2022.

Learning objectives

Knowledge and understanding 1. To know and understand that education can also be thought of as the result of an "experience of interpretation" of the behavior of the educator by the educator. 2. To know in its various aspects what it means to "interpret"; to know the history of hermeneutics (not just philosophical) and to understand the necessity of its linguistic-conceptual reformulation in pedagogical terms. 3. To understand that the hermeneutical approach to education requires us to think of hermeneutics as an existential dimension of the human person (Gadamer) which is capable of symbolic thinking (Ricoeur). This ability is an integral part of the professional competence of the pedagogic work. Applying knowledge and understanding 1. To possess a level of knowledge of hermeneutics that will adequately contextualize it in the context of its history, with particular reference to the authors and to the modern and contemporary currents that have characterized its evolution, and to know how to apply it in understanding educational contexts in which educators and especially pedagogic work. 2. To know how to "translate" the acquired learning in the ability to understand, interpret, explain and communicate both a specific educational experience, both "texts" and works having an educational value (e.g. books, paintings, images, films, other artistic expressions and literary). 3. Knowing how to interrogate the classics of the history of pedagogy, interpreting its contents in the light of today's educational and / or pedagogical problems, thus integrating knowledge, apparently far from its historical and cultural horizon, into its educational and professional background.

Prerequisites and basic notions

From the hermeneutic point of view, no specific preliminary knowledge is envisaged, because it is a new topic, that is, not present in the didactic system of the degree in Educational Sciences (L-19).
From the pedagogical point of view, students are asked to remember in particular the disciplinary contents of the first year of the master's degree, regarding the professional profile of the pedagogist and the set of methodological aspects that characterize his activity.


The teaching program is divided into the following topics. Introductory part
1. The etymological and historical-philosophical meaning of
the terms: “hermeneutics” and “interpretation”, and their
complex semantic articulation.
Historical part
2. The birth of hermeneutic practice in the Hellenistic age and
the subsequent development in the Jewish and later
Christian religious context. 3. The development of
hermeneutics in the Middle Ages and at the beginning of
the Protestant Reformation.
4. The birth of philosophical hermeneutics in the nineteenth
century in Germany (Schleiermacher and Dilthey).
5. The deepening of hermeneutics in the twentieth century in
Germany (Heidegger, Gadamer and Betti).
6. The developments of hermeneutics in France and Italy
(Ricoeur and Pareyson).
Epistemological part
7. The reasons for a cognitive passage from "general"
hermeneutics, of a philosophical nature, to a set of
"particular applications" of hermeneutics.
8. The presence of the hermeneutic dimension in other
knowledge: sociology, cultural anthropology, law, music.
9. The application of hermeneutics in educational activity and
in pedagogical research “applied” to education:
pedagogical hermeneutics.
Methodological part
10. Examples of “applied” pedagogical hermeneutics, in
educational work, teaching and pedagogical research.


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

Lessons will take place keeping in mind some didactic modalities that will alternate according to the needs connected to the development of the program: - frontal teaching, as the prevailing didactic modality, necessary to allow an articulated and orderly and essential learning; - participatory and dialoguing didactics, useful for encouraging: interventions, reflections, questions, brief debates, in the classroom and on the Moodle platform, on the issues addressed from time to time; - reflective teaching: this modality will be constantly kept in mind and, through it, students will be invited to rethink their educational experience and their pedagogical knowledge, in the light of the disciplinary contents being taught or of the further reading that will be recommended during the lessons. Attendance in the classroom is not compulsory, but it is equally strongly recommended. - With regard to students who find themselves in situations of particular difficulty, which prevents them from being present in the classroom, with particular regard to those who find themselves in situations of cognitive fragility, the teacher - within the limits of their possibilities - confirms its willingness to identify and implement specific moments and methods of didactic support.

Learning assessment procedures

The assessment of learning will take place in the form of the written test, which is mandatory for everyone, without distinction between attending and non-attending students, Italian students and Erasmus students. The written test will consist of 5 open questions and the maximum duration of the exam will be 3 hours.
For those who are particularly interested in disciplinary contents, it is possible to ask for an oral interview to deepen the contents studied, or to present a new topic, subject of personal study. This request must be agreed in advance with the teacher, both in terms of content and in terms of implementation. The oral interview, however, is not to be understood in any case as a means of verifying one's learning that can replace the written exam and can only take place after having the written test and after its evaluation by 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

Evaluation criteria

A) The evaluation of the exam takes place through the verification of the presence of the following learning skills: 1. knowing how to present the main contents of a given topic in a summary, linguistically correct and discursively coherent way; 2. knowing how to correctly identify and define the concepts that represent the cognitive pillars of a given theory or argument; 3. knowing how to reconstruct the set of arguments that support the reasoning or reflections of a particular author; 4. knowing how to compare different cognitive elements (words, concepts, theories and arguments, understanding their affinities and differences; 5. knowing how to understand and interpret the meaning of a given theoretical content and then translate it into the terms of a possible practical action, and vice versa: knowing how to recognize in a practical experience the presence of a certain theory B) The measurement of the learning ability will take place as follows: - a score expressed out of thirty will be attributed to each answer; - the final mark of the written test will come from the average of the marks of the individual answers, and will be formulated with a score out of thirty, which will be accompanied by a qualitative judgment; - any in-depth interview will be assessed up to a maximum of 3 points, which will be added to the final grade; - a further qualitative element may be given by the degree of graphic, grammatical and syntactic correctness of the written test. C) Articulation of the score out of thirty and qualitative judgment. • 30 with honors (Excellent) • 30 - 28 (Distinguished) • 27 - 25 (Good) • 24 - 22 (Fair) • 21 - 19 (Sufficient) • 18 (Minimum sufficient)

Criteria for the composition of the final grade

The composition of the final grade comes from the average of the marks of the individual answers given to the questions of the task.
In the event that a student asks to carry out an oral examination, 1 to 3 points can be added to the grade of the assignment.

Exam language


Type D and Type F activities

I 9 crediti liberi a scelta dello studente (ambito “D”) hanno lo scopo di offrire allo studente la possibilità di personalizzare il proprio percorso formativo permettendo di approfondire uno o più argomenti di particolare interesse legati al proprio percorso accademico.
Per garantire questo fine, si invitano gli studenti a rispettare le seguenti indicazioni per il completamento di tale ambito:

  •  almeno un’attività formativa erogata come esame universitario (con relativo voto in trentesimi);
  • massimo 6 cfu relativi a competenze linguistiche (oltre a quelli previsti dal PdS);
  • massimo 6 cfu relativi a competenze informatiche (oltre a quelli previsti dal PdS); 
  • massimo 4 cfu di tirocinio, (oltre a quelli previsti dal PdS); 
  • massimo 6 cfu di attività laboratoriale/esercitazioni (compresi quelli previsti nei PdS per l’ambito) di regola viene riconosciuto 1 cfu ogni 25 ore di attività; 
  • massimo 6 cfu di attività seminariale/convegni/cicli di incontri/formative in genere (sia accreditata dal Dipartimento di Scienze Umane che extrauniversitaria) – di regola viene riconosciuto 1 cfu ogni 8 ore di partecipazione e/o 2 giornate salvo diversamente deliberato;
  • non vengono valutate attività svolte in Erasmus non inserite nei Learning Agreement.
 Altre informazioni sono reperibili nella Guida per i crediti liberi che è possibile trovare quì.

Scopri i percorsi formativi promossi dal  Teaching and learning centre dell'Ateneo, destinati agli studenti iscritti ai corsi di laurea, volti alla promozione delle competenze trasversali:

Prima parte del primo semestre From 9/27/21 To 11/6/21
years Modules TAF Teacher
1° 2° Summer School: Human Sciences and Society - (HSaS) D Massimiliano Badino (Coordinatore)
2 A CuCi From 2/14/22 To 3/26/22
years Modules TAF Teacher
1° 2° Introduction to robotics for humanities students D Paolo Fiorini (Coordinatore)

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.

Student mentoring



List of theses and work experience proposals

theses proposals Research area
Psicoanalisi Psychology - Psychology, Psychoanalysis

Gestione carriere

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.

L’ordinamento didattico della LM in Scienze pedagogiche prevede che il tirocinio indiretto a frequenza obbligatoria si svolga in università per il 75% nel secondo anno (1 CFU: 25 ore).
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.

Nuove Linee Guida per il tirocinio di Scienze pedagogiche.

Student login and resources