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.

Study Plan

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 Servizio sociale in ambiti complessi - 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.

1° Year

ModulesCreditsTAFSSD
6
C
MED/34 ,MED/42 ,MED/43
Foreign language B2 level
6
F
-

2° Year  activated in the A.Y. 2020/2021

ModulesCreditsTAFSSD
Tirocinio
10
F
-
Final exam
15
E
-
ModulesCreditsTAFSSD
6
C
MED/34 ,MED/42 ,MED/43
Foreign language B2 level
6
F
-
activated in the A.Y. 2020/2021
ModulesCreditsTAFSSD
Tirocinio
10
F
-
Final exam
15
E
-
Modules Credits TAF SSD

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

4S000590

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

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

Period

Sem. 2A dal Feb 15, 2021 al Apr 1, 2021.

Learning outcomes

KNOWLEDGE AND UNDERSTANDING multidisciplinary knowledge aimed at critical analysis of specific social problems ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING ability to interpret the different situations of hardship and to promote the well-being of the community; SPECIFIC OBJECTIVES The theoretical knowledge about the intercultural pedagogy will serve to form the ability to recognize and manage in a pedagogically appropriate manner all forms of exclusion and discrimination present in the context in which the Social Worker typically operates and that closely touch the social services . In particular, the placement of pedagogy among other pedagogical responses to complexity will be taken into account. The relevance of intercultural pedagogy will also be taken into account to recognize and face challenges, risks and opportunities in multicultural society. The course will provide intercultural knowledge aimed at identifying indispensable elements in the construction of social interventions in a complex, interdependent and multicultural society.

Program

1. Globalization, complexity, values and education crises;
2. Centrality of pedagogy and education in the modern society.
3. Strategies of educational and social intervention with pluralism and diversity.

Learning objectives: The theoretical knowledge about general and intercultural pedagogy will serve to form the ability to know how to recognize and manage in a pedagogically appropriate manner various forms of exclusion and discrimination present in the context in which the specialist Social Worker typically operates and that touch social services closely. In particular, the placement of pedagogy among the other disciplines that provide answers to the challenges of complexity will be taken into account, as well as the relevance of the educational intervention to recognize and face risks and chances in the face of various forms of otherness (cultural, gender, social, skill , scc.). The course will provide intercultural knowledge and skills to identify indispensable elements in the construction of social interventions in the complex, interdependent and multicultural society.

BOOKS (total books that have to be studied: 4; the first three books are all the same for everyone, the last one has to be freely chosen)

General Part
1) PORTERA, A., BÖHM W., SECCO, L., Educabilità, educazione e Pedagogia nella società complessa. Lineamenti
introduttivi. UTET, Torino, 2007.

Monographic Part
2) PORTERA, A., Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali, FrancoAngeli, Milano, 1999.
3) PORTERA, A., Milani M. (a cura di) Competenze interculturali e successo formativo, ETS Edizioni, Pisa, 2019.

The course includes theoretical-practical exercises which are an integral part of the program. One of the following texts (that won't have to be used for other exams) has to be chosen to analyze in the depth the practical part:


- *BAUMAN Z. & PORTERA, A., Education and Intercultural Identity. Routledge, London, 2021.
- *Gardner H., Sapere per comprendere. Feltrinelli, Milano, 1999.
- Portera, A. Globalizzazione e pedagogia interculturale, Erickson, Trento, 2006.
- * MILANI, M., Competenze interculturali a scuola. Quiedit, Verona. 2017.
- *PORTERA, A. Manuale di pedagogia interculturale, Laterza, Roma-Bari, 2020 (4 ed.).
- Portera, A., Dusi, P. (a cura di), Gestione interculturale dei conflitti e mediazione. Franco Angeli, Milano, 2005.
- Portera, A., Dusi, P. (a cura di), Neoliberalismo, Educazione e Competenze interculturali. F. Angeli, Milano, 2016.
- *PORTERA, A., ALBERTINI G., LAMBERTI S., Disabilità dello sviluppo, educazione e Cooperative Learning. Un approccio interculturale. F. Angeli, Milano, 2015.
- Fiorucci M., Pinto Minerva F., Portera A. (a cura di), Gli alfabeti dell’intercultura, Edizioni Ets, Pisa, 2017
- Bruner, J. La cultura dell’educazione. Feltrinelli, Milano, 1997.
- Brezinka, W. L’educazione in una società disorientata. Armando, Roma, 1989.
- Brezinka, W., Obiettivi e limiti dell’educazione, Armando, Roma, 2002.
- Contini M. La comunicazione intersoggettiva fra solitudini e globalizzazione. La Nuova Italia, 2002.
- AA.VV., Educazione interculturale nel contesto internazionale Guerini, Milano, 2006.
- Delors, J. Nell’educazione un Tesoro. Armando, Roma, 1997.
- FAVARO, G. FUMAGALLI, M. (a cura di), capirsi diversi. Idee e pratiche di mediazione interculturale. Carocci, 2004
- Granese, A., Istituzioni di pedagogia generale. CEDAM, Padova, 2003.
- *ANDOLFI, M. (a cura di), Famiglie immigrate e psicoterapia transculturale. F. Angeli, Milano, 2004
- Vico, G., Pedagogia generale e nuovo umanesimo. La Scuola, Brescia, 2002.
- CIPRIANI, R, MARGIOTTA U, et all,, La ricerca pedagogica in Italia. Mazzanti, Venezia, 2007.
- FRABBONI F. et alli, Le parole della Pedagogia, Boringhieri, Torino, 2007.
* BALLOI, C. (2021), La diversità nei luoghi di lavoro. Modelli, approcci e competenza pedagogica interculturale per il diversity management (free download)

* text suggested for not-attending students.

Reference texts
Author Title Publishing house Year ISBN Notes
PORTERA, A., Milani M. (a cura di) Competenze interculturali e successo formativo ETS Edizioni 2019 Terzo libro/Third Book Mandatory/Obbligatorio PS Another book has to be chosen from the list in the program (total books: 4)/ Oltre ai libri obbligatori è necessario scegliere un testo tra quelli presenti nella lista. In totale i libri da studiare sono 4.
PORTERA, A., BÖHM W., SECCO, L. Educabilità, educazione e Pedagogia nella società complessa. Lineamenti introduttivi. UTET 2007 Primo libro / First book Mandatory/Obbligatorio PS Another book has to be chosen from the list in the program (total books: 4) /Oltre ai libri obbligatori è necessario scegliere un testo tra quelli presenti nella lista. In totale i libri da studiare sono 4.
PORTERA, A Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali FrancoAngeli 1999 Secondo libro / Second book Mandatory/Obbligatorio PS Another book has to be chosen from the list in the program (total books: 4)/ Oltre ai libri obbligatori è necessario scegliere un testo tra quelli presenti nella lista. In totale i libri da studiare sono 4.

Examination Methods

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 4 textbooks.

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