GENERAL AND SOCIAL PEDAGOGY A - L

The course provides students with fundamental pedagogical knowledge and skills by providing a general introduction to the issues that characterize contemporary pedagogical debates, as well as cultural reference backgrounds, conceptual frameworks, models, and approaches. The following are the expected learning objectives, as defined by the Dublin Descriptors:

Comprehension and knowledge: 

- to gain knowledge of the discipline's theoretical and epistemological foundations in order to understand the identity of general pedagogy and its research areas, as well as to acquire a specific vocabulary to refer to educational issues

 Knowledge and applied comprehension skills 

- Promoting reflections, developing analytical skills in various educational contexts, and organizing operational strategies related to educational issues; ability to understand issues inherent in pedagogical phenomena in order to develop an aptitude for problematisation and personal reflection in educational practices and processes;

Judgment autonomy (DD3) and critical spirit: 

Acquire the ability to interpret and critically read educational, instructional, and training processes, as well as their connections to current issues/problems such as citizenship education, democracy, educational relations, educational leadership processes, and sustainability issues.

Communication skills (DD4):

acquiring communication skills in order to share and socialise knowledge of one's professional field

The themes and issues of a theoretical-foundational and methodological general and social pedagogy, as well as the main models of action and intervention, will be thoroughly examined, with special reference to educational times and places, and the professionalism of the psychologist who will work in the context of educational, training, and care services. The models of the educational relationship and the importance assigned to the categories of "care", "support", and "dialogue" that are applicable to all educational pathways in the various stages of life, from childhood to old age, will be investigated. Specific attention will be paid to the compelling themes of contemporaneity in global and heterogeneous contexts, as well as the challenges posed by education for citizenship and sustainability, in accordance with the 2030 Agenda goals. A related line of research investigates educational leadership models and processes in relation to educational and training contexts.

• Frabboni F. & Pinto Minerva F. (2021) Manuale di pedagogia e didattica. Roma-Bari: Laterza (da pp. 3 a 135, da pp. 255 a 322).
• Mariani A. (a cura di) La relazione educativa. Prospettive contemporanee. Roma: Carocci. (pp. 221)
• F. De Bartolomeis F (2022). Percorsi educativi nello spazio e nel tempo. Bergamo: ZeroSei (pp. 76)
• Bufalino G. (2021) Pedagogia e leadership educativa. Roma: Armando (pp. 150)

Approfondimento tematico: Agenda 2030, Sostenibilità ed Educazione alla Cittadinanza:

Giovanazzi, T. (2022). RiGenerazione Scuola: Un Piano per orientare l’educazione alla transizione ecologica. Formazione & insegnamento, 20 (1 Tome I), 127-135. https://ojs.pensamultimedia.it/index.php/siref/article/view/5550  

Grange, T. (2018). Qualità dell’educazione e sviluppo sostenibile: un ’alleanza necessaria, una missione pedagogica. Pedagogia oggi, 16(1). https://ojs.pensamultimedia.it/index.php/siped/article/view/2705

Farné, R. (2018). L’insostenibile pesantezza dell’educazione. Pedagogia oggi, 16(1), 51-69 https://ojs.pensamultimedia.it/index.php/siped/article/view/2707

Fiorucci, M. (2018). Società e scuola inclusive per lo sviluppo sostenibile: il contributo della pedagogia interculturale. Pedagogia oggi, 16(1), 115-127 https://ojs.pensamultimedia.it/index.php/siped/article/view/2711 

Dozza, L. (2018). Co-costruire pensiero ecologico per abitare la Terra. Pedagogia oggi, 16(1), 193-212. https://ojs.pensamultimedia.it/index.php/siped/article/view/2716

Fabbri, M., & Soriani, A. (2021). Le sfide della scuola in una società complessa. Educare alla cittadinanza digitale per la costruzione di una cultura della democrazia. Pedagogia Oggi, 19(2), 054-063. https://ojs.pensamultimedia.it/index.php/siped/article/view/5187

Pacetti, E., & Soriani, A. (2022). Insegnanti e competenze digitali: quale formazione iniziale e in servizio nel post pandemia?. Pedagogia Oggi, 20(1), 200-211. https://ojs.pensamultimedia.it/index.php/siped/article/view/5369

Calvano, G. (2023). " Per fare la pace... ci vuole un fiore". Educare alla giustizia climatica per lo sviluppo sostenibile. MeTis-Mondi educativi. Temi indagini suggestioni, 13(1), 134-151.http://metisjournal.it/index.php/metis/article/view/577

Parricchi, M. A. (2018). Saperi e partecipazione. Verso una cittadinanza attiva. MeTis, 8(2), 208-220. https://www.metisjournal.it/index.php/metis/article/view/180

Gross, B. (2021). Educare per una società equa: l'educazione civica nella prospettiva della pedagogia interculturale e della cittadinanza. Pedagogia Oggi, 19(2), 71-78. https://ojs.pensamultimedia.it/index.php/siped/article/view/5189

Castiglioni, M. (2022). Il Pedagogista in Sanità. Pedagogia oggi, 20(2), 50-59. https://ojs.pensamultimedia.it/index.php/siped/article/view/5869

Marzano, A. (2023). Apprendere attraverso la valutazione tra pari nella formazione universitaria: I risultati di una esperienza didattica. Pedagogia Oggi, 21(1), 81-88. https://ojs.pensamultimedia.it/index.php/siped/article/view/6249

Oral exam. Formative assessment tests will be scheduled during the lessons.

Element of assessment: adequacy of learned knowledge; thematic breadth; correctness of vocabulary and terminology in relation to content and methods; The ability to reflect critically; The ability to organize knowledge in accordance with specific goals.