PEDAGOGIA SOCIALE ED EDUCAZIONE DEGLI ADULTI CON LABORATORIO

Module EDUCAZIONE DEGLI ADULTI

The aims of the discipline are:

• to acquire the specific language of the discipline;
• to recognize some elements of historical development of adult education (AE);
• to identify epistemological framework of AE;
• to identify main research topics;
• to identify contexts and methodologies for AE;
• to recognize international guidelines for AE.

The course is organised into lectures (about 40% of classroom hours) and classroom work based on active learning activities (60%). Students will be asked to re-elaborate the contents of the lessons, work in small groups, present the work done; report on case studies and on-field researches.

During the classroom activities students will be able to actively work on the learning contents of the course. Lectures will alternate moments of group and individual work; guided study moments; presentation of the learning products that the students themselves will have prepared. These activities will be considered as formative assessment, aimed at allowing the student to self-assess the level of mastery of the contents.

A written written exam is scheduled, to be held in November (the calendar will be agreed in October).

Non-attending students can contact the teacher directly for clarification on the course contents. For Erasmus students there is the possibility of agreeing the exam program after an interview.

Should teaching be carried out in mixed mode or remotely, it may be necessary to introduce changes with respect to previous statements, in line with the programme planned and outlined in the syllabus.

Learning assessment may also be carried out on line, should the conditions require it.

• Elements of history of adult education in Europe
• From the campains against illiteracy in Italy to the Centers for Lifelong Learning of Adults in Italy
• Lifelong learning
• Adult Learning: some theories (transformative learning, experiential learning, andragogy)
• Adult Learning in the workplace. Continuing education
• Theories on adulthood
• Social inclusion: the pedagogy of the oppressed

• Alberici, M., Imparare sempre nella società della conoscenza, Mondadori, Milano, 2002, pp. 1-33, 36-42; 63-120; 131-156 (no section 9.3); 161-178.
• Freire, P., Pedagogy of the oppressed, Continuum, London- New York, 2007
• Mezirow, J., Learning as Transformation: Critical Perspectives on a Theory in Progress. The Jossey-Bass Higher and Adult Education Series, Jossey-Bass Publishers, San Francisco, 2000.
• Cerrocchi L., Dozza L. (a cura di), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, Franco Angeli, Milano, 2018 e, in particolare:
• Elena Zizioli, Il carcere-cantiere: percorsi di responsabilizzazione per donne recluse, pp. 204-2013
• I. Ricchi, Il SerDP e la Comunità terapeutica per tossicodipendenti, pp. 230-237
• Barbara Bocchi, Il posto giusto per la persona: esperienze di inserimento lavorativo mirato, pp. 297-304
• Laura Cerrocchi, I servizi residenziali per anziani, pp. 377-392.