The course aims to retrace the history of cultural and educational processes in Italy in a critical-reflective key, with particular reference to the 20th century educational currents. The course aims to develop an in-depth knowledge of the cultural and educational transformations of the complex society and its educational institutions.
By the study of History of cultural and educational processes the student will be able to achieve the following training objectives.
Knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- know and understand the cultural and educational processes, with particular reference to the main educational agencies.
Applying knowledge and understanding:
- analyze cultural and educational processes, with particular reference to the "pedagogies" of the Twentieth century;
- identify, from a historical perspective, cultural and educational phenomena.
Making judgements:
- develop critical-interpretative processing capacity of cultural and educational processes with reference to different educational theories.
Communication skills:
- develop relationship strategies within the class;
- know and use the disciplinary vocabulary.
Learning skills:
- be able to build an independent path of study of specific issues addressed in the course through the use of historical and historiographical sources, as well as through a bibliographic research and the construction of appropriate reading paths.
By the study of History of cultural and educational processes the student will be able to achieve the following training objectives.
Knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- know and understand the cultural and educational processes, with particular reference to the main educational agencies.
Applying knowledge and understanding:
- analyze cultural and educational processes, with particular reference to the "pedagogies" of the Twentieth century;
- identify, from a historical perspective, cultural and educational phenomena.
Making judgements:
- develop critical-interpretative processing capacity of cultural and educational processes with reference to different educational theories.
Communication skills:
- develop relationship strategies within the class;
- know and use the disciplinary vocabulary.
Learning skills:
- be able to build an independent path of study of specific issues addressed in the course through the use of historical and historiographical sources, as well as through a bibliographic research and the construction of appropriate reading paths.
scheda docente
materiale didattico
In the first semester, the general part will retrace the history of cultural and educational processes in a critical-reflective key, with particular reference to the pedagogical currents of the twentieth century. It also aims to develop an in-depth knowledge of the cultural and educational transformations of complex society and its educational institutions.
In this perspective, again in the first semester, the pedagogical models and educational practices that, between the nineteenth and twentieth centuries, have permeated the reality of a plurality of educational institutions, private and public, will be reconstructed through a multiplicity of interpretative points of view. daily life of boys and girls, helping to determine the processes of formation and construction of identity.
In the second semester, the course will address a particular area of pedagogical research concerning the history of educational models intended for women between the nineteenth and twentieth centuries. It will also be reconstructed that symbolic order, typical of Western culture, within which the representation and image of the silent guardian woman of collective morality has been inscribed, to understand how a new female protagonism outside the private sphere that emerges starting from the end of the nineteenth century it has been interpreted as a possible subversion of the social structures and of the consolidated value hierarchies and therefore to be brought back into the "enclosure of the norm". The link of educational conditioning within the theme of gender-based violence will still be examined in the second semester.
F. Borruso, Memoria, Infanzia, educazione. Modelli educativi e vita quotidiana fra Otto e Novecento, Roma Tre Press, 2021 (open access)
C. Covato, Idoli di bontà. Il genere come norma nella storia dell’educazione, Milano, Unicopli, 2014 o, in alternativa F. Borruso, R. Gallelli, G. Seveso (a cura di), Dai saperi negati alle avventure della conoscenza. Esclusione e emancipazione delle donne nei percorsi educativi fra storia e attualità, Milano, Unicopli, 2022.
Programma
The course will be divided into a general part and a laboratory part.In the first semester, the general part will retrace the history of cultural and educational processes in a critical-reflective key, with particular reference to the pedagogical currents of the twentieth century. It also aims to develop an in-depth knowledge of the cultural and educational transformations of complex society and its educational institutions.
In this perspective, again in the first semester, the pedagogical models and educational practices that, between the nineteenth and twentieth centuries, have permeated the reality of a plurality of educational institutions, private and public, will be reconstructed through a multiplicity of interpretative points of view. daily life of boys and girls, helping to determine the processes of formation and construction of identity.
In the second semester, the course will address a particular area of pedagogical research concerning the history of educational models intended for women between the nineteenth and twentieth centuries. It will also be reconstructed that symbolic order, typical of Western culture, within which the representation and image of the silent guardian woman of collective morality has been inscribed, to understand how a new female protagonism outside the private sphere that emerges starting from the end of the nineteenth century it has been interpreted as a possible subversion of the social structures and of the consolidated value hierarchies and therefore to be brought back into the "enclosure of the norm". The link of educational conditioning within the theme of gender-based violence will still be examined in the second semester.
Testi Adottati
S. Santamaita; Storia dell’educazione e delle pedagogie, Edizioni Pearson con espansioni on-line, 2023.F. Borruso, Memoria, Infanzia, educazione. Modelli educativi e vita quotidiana fra Otto e Novecento, Roma Tre Press, 2021 (open access)
C. Covato, Idoli di bontà. Il genere come norma nella storia dell’educazione, Milano, Unicopli, 2014 o, in alternativa F. Borruso, R. Gallelli, G. Seveso (a cura di), Dai saperi negati alle avventure della conoscenza. Esclusione e emancipazione delle donne nei percorsi educativi fra storia e attualità, Milano, Unicopli, 2022.
Modalità Frequenza
In the first semester 3 hours per week, in the second semester two hours per weekModalità Valutazione
The examination will be conducted in oral form. the evaluation will take into account: 1. Argumentative capacity and adherence to the proposed questions; 2. Ability to express oneself correctly on a morphological-syntactic level and to use the disciplinary language; 3. Ability to synthesise and critically elaborate. The examination procedures are the same for both attending and non-attending students. A final mark in thirtieths will be awarded at the end of the final examination. Honours will be awarded in the event of excellence.