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, we will address the epistemological issues specific to pedagogical knowledge and its antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice), with particular emphasis on its project-based and transformative dimension.
In the second part, which is more extensive, we will explore different educational settings across the life course (from the family to services for children and older adults) and in contexts of social vulnerability (such as prisons or refugee reception), through the development of educational “worksites” aimed at identifying strategies, resources, and methodologies for professional practice.
In the third, more workshop-oriented part, students will be asked to choose a setting and design an educational project based on the selected context.
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 II
1)Two essays of your choice from the text: L. Cerrocchi, L. Dozza (a cura di) (2018), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano. Si possono scegliere i saggi anche nelle edizioni successive.
2) Two essays of your choice from the text: E. Zizioli, L. Stillo, G. Franchi (2024), L'altra scuola. L'educazione popolare tra apprendimento e riscatto sociale, Donzelli, Roma.
A text of your choice from:
3) E. Zizioli (2021), Donne Detenute. Percorsi educativi di liberazione, FrancoAngeli, Milano.
4) G. Crescenza, L. Stillo (2026), Nessuno è mio nemico. Sguardi pedagogici e pratiche di umanità nelle marginalità sociali. Pisa: ETS.
Part III
Reading of a classic of your choice from the following:
A. S. Makarenko (2009), La pedagogia scolastica sovietica, Armando, Roma.
J. Dewey, Esperienza e educazione. Qualsiasi edizione purché integrale.
Programma
The aim of the course is to offer systematic reflections on the relationship between Pedagogy and the professional work of the socio-pedagogical educator (a role legally regulated by the recent Law 205/17) in today’s multicultural and globalized contexts, in support of individual and community well-being. The course is divided into three parts.In the first part, we will address the epistemological issues specific to pedagogical knowledge and its antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice), with particular emphasis on its project-based and transformative dimension.
In the second part, which is more extensive, we will explore different educational settings across the life course (from the family to services for children and older adults) and in contexts of social vulnerability (such as prisons or refugee reception), through the development of educational “worksites” aimed at identifying strategies, resources, and methodologies for professional practice.
In the third, more workshop-oriented part, students will be asked to choose a setting and design an educational project based on the selected context.
Testi Adottati
Part IA 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 II
1)Two essays of your choice from the text: L. Cerrocchi, L. Dozza (a cura di) (2018), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano. Si possono scegliere i saggi anche nelle edizioni successive.
2) Two essays of your choice from the text: E. Zizioli, L. Stillo, G. Franchi (2024), L'altra scuola. L'educazione popolare tra apprendimento e riscatto sociale, Donzelli, Roma.
A text of your choice from:
3) E. Zizioli (2021), Donne Detenute. Percorsi educativi di liberazione, FrancoAngeli, Milano.
4) G. Crescenza, L. Stillo (2026), Nessuno è mio nemico. Sguardi pedagogici e pratiche di umanità nelle marginalità sociali. Pisa: ETS.
Part III
Reading of a classic of your choice from the following:
A. S. Makarenko (2009), La pedagogia scolastica sovietica, Armando, Roma.
J. Dewey, Esperienza e educazione. Qualsiasi edizione purché integrale.
Modalità Frequenza
Attendance is recommended. Students have access to a course channel on the Moodle platform, where materials are posted and discussion forums are used for further learning activities.Modalità Valutazione
Oral examination based on the required books