Teaching takes place in Italian; During the course material is provided in English
The course aims to provide the theoretical, historical and cultural elements necessary to focus on an idea of school for our time, starting from the assumption that this idea can be the reference point for educational and scholastic policies. In particular, the main paradigms that inspire these policies will be analyzed.
- Baldacci M. (2014). Per un'idea di scuola. Milano: FrancoAngeli;
2 at choice:
- Corbi E., Sarracino V. (a cura di) (2014). Politiche e riforme della scuola in Italia. Napoli: Liguori;
- Frabboni F., Pinto Minerva F. (2018). La scuola siamo noi. Lecce: Pensa MultiMedia;
- Iori V. (a cura di) (2018). Educatori e Pedagogisti. trento: Erickson;
- Mortari L. (2008). Educare alla cittadinanza partecipata. Milano: Bruno Mondadori;
- Tramma S. (2015). Pedagogia della contemporaneità. Roma: Carocci.
The course aims to contribute to the achievement of the following training objectives, with reference to Dublin descriptors:
Knowledge and understanding: know how to interpret educational and school contexts by capturing the emerging needs in terms of training demand, with particular reference to the cultural dimension; To be able to exercise reflection on the experience experienced, to know how to reflect on it, and to prefigure possible areas of intervention in educational and school contexts.
Making judgements: knowing to observe and interpret the school contexts through the human development perspective; Know how to analyze social complexity and know how to recognize the variety of existing cultural models; Know how to place your professional act in a horizon of values and meanings, whose center is represented by the dignity and promotion of the human person, his fundamental rights and his individual, social and cultural resources.
Communication skills: know how to make proposals, formulate and argue, in oral or written form; Knowing to take part in shared projects, in the light of group work.
Learning skills: read, understand and select critically texts and documents in the field of human and pedagogical sciences and know how to relate them to heterogeneous social, educational and school contexts.
Knowledge of the main pedagogical trends of the twentieth century; Basic knowledge in a historical context with particular reference to the history of the twentieth century; Adequate understanding of university level text; Basic vocabulary of pedagogical and sociological scope; Basic computer skills.
Lectures, Presentations and Speech in ppt, Focus grouo and debate, Writing Workshop (review and autobiography), Teaching Materials and In-depth Studies on the Moodle Platform, Self-assesment (open-ended questions).
Type of Assessment
Programme and examination methods are the same for attending and non-attending students: the exam is conducted in oral form and consists of a colloquium on the books indicated in the programme.
The activities carried out by the students during the course (debate, laboratory, questionnaire) are intended as ongoing verification; all activities are optional; the outcomes allow to lighten the study program for the final interview.
The course aims to provide the theoretical, historical and cultural elements necessary to focus on an idea of school for our time, starting from the assumption that this idea can be the reference point for educational and scholastic policies. In particular, the main paradigms that inspire these policies will be analyzed. Starting from this analysis, attention will be focused on the issues still open today in the debate on school education, on the educational policies and on the organization of training courses.