The purpose of the course is to analyse the figure and functions of the "Educator", a profession that originates in social professional education whose essential treaties are recognized in methodologies and principles typical of essential education as it has developed in the European middle context.
Studying professional pedagogy the student will be able to:
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of this branch of knowledge;
- know the specific characteristics of different educational settings for individual and community wellbeing
In terms of ability to apply knowledge and understanding:
- analyse the best educational practices with reference to nationally and internationally consolidated pedagogical methods;
- be able to access scientific literature of reference to plan emancipation paths for those involved in the process;
In terms of independent judgment:
- interpret different educational needs and master methods and the most suitable expressive codes for different contexts;
- evaluate pedagogical innovations promoting collaborative and integrated work with local people and services.
In terms of communication skills:
- use human interaction strategies in different educational contexts and identify ones own pedagogical style;
- interact in social contexts to plan educational actions;
In terms of learning skills:
- understand the role of pedagogical knowledge in its historical and socio-political development in formal and non-formal educational contexts.
- understand the educational relationship in its different socio-historical, cognitive and emotional dimensions.
Studying professional pedagogy the student will be able to:
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of this branch of knowledge;
- know the specific characteristics of different educational settings for individual and community wellbeing
In terms of ability to apply knowledge and understanding:
- analyse the best educational practices with reference to nationally and internationally consolidated pedagogical methods;
- be able to access scientific literature of reference to plan emancipation paths for those involved in the process;
In terms of independent judgment:
- interpret different educational needs and master methods and the most suitable expressive codes for different contexts;
- evaluate pedagogical innovations promoting collaborative and integrated work with local people and services.
In terms of communication skills:
- use human interaction strategies in different educational contexts and identify ones own pedagogical style;
- interact in social contexts to plan educational actions;
In terms of learning skills:
- understand the role of pedagogical knowledge in its historical and socio-political development in formal and non-formal educational contexts.
- understand the educational relationship in its different socio-historical, cognitive and emotional dimensions.
scheda docente
materiale didattico
In the first part issues belonging to pedagogical knowledge and its antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice) they will explore, hlighting the planning and transformative dimension.
In the second, more substantial part explore educational settings for the different ages in life (from family to childcare services and elderly services) and from mental and social disadvantage facilities (prison) and emergency contexts, while building construction educational workshops to identify strategies, resources and methods for the professional act.
In the third workshop part, you will be asked to choose a setting and build an educational project based on the chosen setting.
The organization includes lectures, seminar and laboratory activities with participatory teaching methods.
Meetings will also be organized with experts and representatives of institutions and educational associations active in the territories.
Part one
A text of your choice from:
Sergio Tramma (2018), L'educatore imperfetto. Senso e complessità del lavoro educativo. Carrocci, Roma, Terza edizione.
Anna Salerni, Giordana Szpunar (2019), Il professionista dell'educazione tra teoria e pratica, Edizioni Junior, Parma.
Part Two
1) Three essays to choose from L. Cerrocchi, L. Dozza (eds.) (2018), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano. Essays can also be chosen from later editions.
2) An essay of your choice from:
G. Annacontini, A. Vaccarelli, E. Zizioli (eds.) (2022), Pedagogia dell’Emergenza. Concetti, linguaggi, metodologia, Progedit, Bari.
An essay of your choice from the volume being printed by Donzelli on the experience of popular schools.
3)Case study of a setting: E. Zizioli (2021), Donne Detenute. Percorsi educativi di liberazione, FrancoAngeli, Milano.
Part Three
An essay of your choice from the volume being printed by Donzelli on the experience of popular schools.
Reading a classic of your choice from:
A. S. Makarenko (2009), La pedagogia scolastica sovietica, Armando, Roma.
J. Dewey, Esperienza e educazione. Qualsiasi edizione purché integrale.
Programma
The purpose of this course is to offer systemic reflections on the relationship between pedagogy and the professional activity of the socio-pedagogical educator (legally regulated by the recent 205/17 law) for individual and community wellbeing in present-day multicultural and globalised contexts and is divided in three parts.In the first part issues belonging to pedagogical knowledge and its antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice) they will explore, hlighting the planning and transformative dimension.
In the second, more substantial part explore educational settings for the different ages in life (from family to childcare services and elderly services) and from mental and social disadvantage facilities (prison) and emergency contexts, while building construction educational workshops to identify strategies, resources and methods for the professional act.
In the third workshop part, you will be asked to choose a setting and build an educational project based on the chosen setting.
The organization includes lectures, seminar and laboratory activities with participatory teaching methods.
Meetings will also be organized with experts and representatives of institutions and educational associations active in the territories.
Testi Adottati
Recommended textsPart one
A text of your choice from:
Sergio Tramma (2018), L'educatore imperfetto. Senso e complessità del lavoro educativo. Carrocci, Roma, Terza edizione.
Anna Salerni, Giordana Szpunar (2019), Il professionista dell'educazione tra teoria e pratica, Edizioni Junior, Parma.
Part Two
1) Three essays to choose from L. Cerrocchi, L. Dozza (eds.) (2018), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano. Essays can also be chosen from later editions.
2) An essay of your choice from:
G. Annacontini, A. Vaccarelli, E. Zizioli (eds.) (2022), Pedagogia dell’Emergenza. Concetti, linguaggi, metodologia, Progedit, Bari.
An essay of your choice from the volume being printed by Donzelli on the experience of popular schools.
3)Case study of a setting: E. Zizioli (2021), Donne Detenute. Percorsi educativi di liberazione, FrancoAngeli, Milano.
Part Three
An essay of your choice from the volume being printed by Donzelli on the experience of popular schools.
Reading a classic of your choice from:
A. S. Makarenko (2009), La pedagogia scolastica sovietica, Armando, Roma.
J. Dewey, Esperienza e educazione. Qualsiasi edizione purché integrale.
Modalità Erogazione
Lessons (with use of multimedia). Lectures by representatives of local educational realities; In particular, a special teaching space on the Moodle platform (https://formonline.uniroma3.it/) will be created, and, if necessary, a teaching channel on the Teams platform.Modalità Frequenza
Attendance is recommended and also planned in blended mode (presence - distance) via the Teams platform. Students are also provided with a teaching channel on the Moodle platform (https://formonline.uniroma3.it/) where materials are published and forums for in-depth teaching are animated.Modalità Valutazione
Oral interview on the texts in the syllabus with presentation of an educational project.