The objectives of the course are aimed at the acquisition and consolidation of knowledge and skills capable of:
- to reconstruct and interpret the development of educational events (favouring institutions, representations and educational destinies as "places" of analysis) starting from the process of unification of the Italian state up to the present day, using the tools of the social historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological structure and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- to reflect on the scenario and on the socio-educational processes that characterize our contemporaneity in order to plan educational interventions also in the intercultural field.
With the study of the History of Comparative and Intercultural Education, the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know theories and operational skills of a methodological nature of European and international historical-educational and social research, both in a comparative and intercultural context;
to know models, tools and strategies of intervention aimed at fostering inclusive paths in socio-cultural and educational contexts, by virtue of the continuous and constant exercise of memory (as a pedagogical device) that defines the direction of meaning of educational action aimed at rereading and reconstructing the past, in order to understand the present and plan the future.
In terms of the ability to apply knowledge and understanding:
-use methodological tools to initiate pedagogical-comparative and intercultural analyses;
-analysing and interpreting national and international documents;
-Analyse written sources from a comparative perspective;
-Reflect on the formative processes and on the different educational practices in order to plan educational interventions also in the intercultural field.
In terms of autonomy of judgement:
- to develop the capacity to observe, detect and document the discontinuities, transformations and permanencies that, by virtue of the constant exercise of memory, allow us to restore to the historical time of education and pedagogy its characters of pluralism and problematic, its languages, its knowledge, its emotions, its identities;
- to develop the capacity to observe and document the historical and social conflict that goes through the processes investigated, highlighting the different forms of emancipation and conformation that permeate it.
In terms of communication skills:
-to contribute to the realization of educational projects in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake and the use of scientific terminology acquired;
-to develop specific relational skills in the intercultural field;
-Reflecting on emotional skills.
In terms of learning ability:
-be able to direct the contents learned towards a method of observation, analysis and intervention in relation to the contexts in which it operates and to reflect critically on the dynamics that characterize them;
-be able to access the scientific literature of the sector, identifying reliable sources;
-be aware of the importance of continuous learning, which also comes from the comparison with other professionals and experts in the educational sector.
- to reconstruct and interpret the development of educational events (favouring institutions, representations and educational destinies as "places" of analysis) starting from the process of unification of the Italian state up to the present day, using the tools of the social historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological structure and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- to reflect on the scenario and on the socio-educational processes that characterize our contemporaneity in order to plan educational interventions also in the intercultural field.
With the study of the History of Comparative and Intercultural Education, the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know theories and operational skills of a methodological nature of European and international historical-educational and social research, both in a comparative and intercultural context;
to know models, tools and strategies of intervention aimed at fostering inclusive paths in socio-cultural and educational contexts, by virtue of the continuous and constant exercise of memory (as a pedagogical device) that defines the direction of meaning of educational action aimed at rereading and reconstructing the past, in order to understand the present and plan the future.
In terms of the ability to apply knowledge and understanding:
-use methodological tools to initiate pedagogical-comparative and intercultural analyses;
-analysing and interpreting national and international documents;
-Analyse written sources from a comparative perspective;
-Reflect on the formative processes and on the different educational practices in order to plan educational interventions also in the intercultural field.
In terms of autonomy of judgement:
- to develop the capacity to observe, detect and document the discontinuities, transformations and permanencies that, by virtue of the constant exercise of memory, allow us to restore to the historical time of education and pedagogy its characters of pluralism and problematic, its languages, its knowledge, its emotions, its identities;
- to develop the capacity to observe and document the historical and social conflict that goes through the processes investigated, highlighting the different forms of emancipation and conformation that permeate it.
In terms of communication skills:
-to contribute to the realization of educational projects in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake and the use of scientific terminology acquired;
-to develop specific relational skills in the intercultural field;
-Reflecting on emotional skills.
In terms of learning ability:
-be able to direct the contents learned towards a method of observation, analysis and intervention in relation to the contexts in which it operates and to reflect critically on the dynamics that characterize them;
-be able to access the scientific literature of the sector, identifying reliable sources;
-be aware of the importance of continuous learning, which also comes from the comparison with other professionals and experts in the educational sector.
scheda docente
materiale didattico
- to reconstruct and interpret the development of educational events on the basis of the study of children's and adolescent literature, which has always favored narratives inspired by the intercultural richness of stories;
- retrace the history of the relationship between word and image in pedagogy, in particular between picturebooks and silentbooks, and the role of the fairy tale in an intercultural and comparative perspective;
- to reflect on the scenario and on the socio-educational processes that characterize our contemporaneity, also through the use of new media, in order to plan educational interventions in an intercultural field.
With the study of the History of Comparative and Intercultural Education, the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know theories and operational skills of a methodological nature of European and international historical-educational and social research, both in a comparative, literary and intercultural context;
- know models, tools and intervention strategies aimed at promoting inclusive paths in socio-cultural and educational contexts, by virtue of the continuous and constant exercise of narration (as a pedagogical device) which defines the direction of the educational action aimed at re-reading and reconstructing the past, in order to understand the present and plan for the future.
In terms of the ability to apply knowledge and understanding:
-analysing and interpreting national and international documents;
-analysing written and iconographic sources from a comparative perspective;
-Reflect on the formative processes and on the different educational practices in order to plan educational interventions also in the intercultural field.
In terms of autonomy of judgement:
- to develop the capacity to observe, detect and document the discontinuities, transformations and permanencies that, by virtue of the constant exercise of memory, allow us to restore to the historical time of education and pedagogy its characters of pluralism and problematic, its languages, its knowledge, its emotions, its identities;
- to develop the capacity to observe and document the historical and social conflict that goes through the processes investigated, highlighting the different forms of emancipation and conformation that permeate it.
In terms of communication skills:
-to contribute to the realization of educational projects in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake and the use of scientific terminology acquired;
-to develop specific relational skills in the intercultural field;
-Reflecting on emotional skills.
In terms of learning ability:
-be able to direct the contents learned towards a method of observation, analysis and intervention in relation to the contexts in which it operates and to reflect critically on the dynamics that characterize them;
-be able to access the scientific literature of the sector, identifying reliable sources;
-be aware of the importance of continuous learning, which also comes from the comparison with other professionals and experts in the educational sector, including writers and illustrators for children and adolescents.
M. McLuhan, L'educazione nell'età elettronica, Ets, Pisa 2023.
J. e W. Grimm, Tutte le fiabe. Prima edizione integrale 1812-1815, Donzelli, Roma 2015.
Programma
The objectives of the course are aimed at the acquisition and consolidation of knowledge and skills capable of:- to reconstruct and interpret the development of educational events on the basis of the study of children's and adolescent literature, which has always favored narratives inspired by the intercultural richness of stories;
- retrace the history of the relationship between word and image in pedagogy, in particular between picturebooks and silentbooks, and the role of the fairy tale in an intercultural and comparative perspective;
- to reflect on the scenario and on the socio-educational processes that characterize our contemporaneity, also through the use of new media, in order to plan educational interventions in an intercultural field.
With the study of the History of Comparative and Intercultural Education, the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know theories and operational skills of a methodological nature of European and international historical-educational and social research, both in a comparative, literary and intercultural context;
- know models, tools and intervention strategies aimed at promoting inclusive paths in socio-cultural and educational contexts, by virtue of the continuous and constant exercise of narration (as a pedagogical device) which defines the direction of the educational action aimed at re-reading and reconstructing the past, in order to understand the present and plan for the future.
In terms of the ability to apply knowledge and understanding:
-analysing and interpreting national and international documents;
-analysing written and iconographic sources from a comparative perspective;
-Reflect on the formative processes and on the different educational practices in order to plan educational interventions also in the intercultural field.
In terms of autonomy of judgement:
- to develop the capacity to observe, detect and document the discontinuities, transformations and permanencies that, by virtue of the constant exercise of memory, allow us to restore to the historical time of education and pedagogy its characters of pluralism and problematic, its languages, its knowledge, its emotions, its identities;
- to develop the capacity to observe and document the historical and social conflict that goes through the processes investigated, highlighting the different forms of emancipation and conformation that permeate it.
In terms of communication skills:
-to contribute to the realization of educational projects in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake and the use of scientific terminology acquired;
-to develop specific relational skills in the intercultural field;
-Reflecting on emotional skills.
In terms of learning ability:
-be able to direct the contents learned towards a method of observation, analysis and intervention in relation to the contexts in which it operates and to reflect critically on the dynamics that characterize them;
-be able to access the scientific literature of the sector, identifying reliable sources;
-be aware of the importance of continuous learning, which also comes from the comparison with other professionals and experts in the educational sector, including writers and illustrators for children and adolescents.
Testi Adottati
V. Ongini, Grammatica dell'integrazione. Italiani e stranieri a scuola, Laterza, Roma-Bari 2019.M. McLuhan, L'educazione nell'età elettronica, Ets, Pisa 2023.
J. e W. Grimm, Tutte le fiabe. Prima edizione integrale 1812-1815, Donzelli, Roma 2015.
Bibliografia Di Riferimento
V. Ongini, Grammatica dell'integrazione. Italiani e stranieri a scuola, Laterza, Roma-Bari 2019. M. McLuhan, L'educazione nell'età elettronica, Ets, Pisa 2023. J. e W. Grimm, Tutte le fiabe. Prima edizione integrale 1812-1815, Donzelli, Roma 2015.Modalità Erogazione
LecturesModalità Frequenza
Frequency is recommended but not mandatory.Modalità Valutazione
The examination will consist of a final oral test. The opportunity to take part in an outdoor laboratory activity, partly led by the lecturer, partly independent, will be presented during the lectures.
scheda docente
materiale didattico
Programma
starting from the reading of the volume by C. Covato, "Discordant Memories", we will investigate some conceptual lemmas that have become part of the social history of education, starting from the historiographical turning point of the early twentieth century which head of the French magazine “Les Annales”, they will be useful to deepen the socio-cultural aspects of the conflicts present in the contexts of multi-ethnic societies.Testi Adottati
- Covato C., Memorie discordanti. Identità e differenze nella storia dell’educazione, Unicopli, Milano: 2007 (all chapters)Modalità Erogazione
face-to-face lessons are provided.Modalità Valutazione
oral exam