STORIA DELLA SCUOLA E DELLE ISTITUZIONI EDUCATIVE CON LABORATORIO A - L

Module STORIA DELLA SCUOLA E DELLE ISTITUZIONI EDUCATIVE

The aim of the course is to introduce the student to the reading of the history of schools and educational institutions through the use of the methodological and critical lenses of the annalistic historiographic tradition (nouvelle histoire), whose innovative element was the shifting of attention from the study of the history of “Events” (histoire événementielle) to that of the history of structures.

The new epistemological paradigm for historical science, through the historiographic perspective of the longue durée, will allow for a broad and unstructured vision of the history of schools and educational institutions, in Europe and in the West, and will highlight the historical scenarios of the progressive conquest of "rights" (civil, in the eighteenth century; political, in the nineteenth century; social, in the twentieth century), directly connected to the acquisition of the "right to education and education".

The expected learning objectives, declined according to the Dublin Descriptors, are the following:

Knowledge and understanding (DD1)

• Knowing theories and models in the pedagogical area to interpret educational and training events in a historical-evolutionary and political-economic perspective (of1)

Knowledge and applied understanding (DD2)

• Link the theoretical and methodological contents learned to the interpretation of past, present, future events and processes (of2)

Autonomy of judgment (DD3)

• Knowing how to summarize the different approaches present in the theories of education and training (of4)

Communication skills (DD4)

• Knowing how to communicate and share the analysis of events starting from the knowledge of one's professional field (of5)

Attendance at lessons, although not compulsory, is strongly recommended due to the particular ways in which the study program is carried out. During the lessons it is possible to verify the learning of the basic concepts of the topics in the program, through exercises of various kinds (study groups, short reports, etc.).

The course will focus on the following topics:

• The civil and cultural revolutions of the Enlightenment and the birth of the public school.
• The history of the school in Italy, from the Casati law to the present day.
• The history of the formation of teachers in Italy.
• The history of nursery schools and early childhood education services in Italy
• The history of the elementary school, from the Unification to the Giolitti age (1861-1914): the case of Catania.
• Education in the history of the Italian prison.
• Institutions and experiences for the social recovery of the deviant minor in the social history of education.

A. General Section

1. S. Santamaita, Storia della Scuola. Dalla scuola al sistema formativo, Pearson, Milano 2021, da pagina 1 a pagina 227 (227 pp.)

2. V. Schirripa, Insegnare ai bambini. Una storia della formazione di maestre e maestri in Italia, Carocci, Roma 2023 (136 pp.)

B. Special Section

3. S. Lentini, “Per te ci vuole la Garaventa!”: esperienze di educazione per il recupero sociale di minori a Genova (1833-1977), in «Quaderni di Intercultura», Anno IX/2017, pp. 82-96 (15 pp.). Link alla versione Open access 

http://cab.unime.it/journals/index.php/qdi/article/view/1753/1401

4. N. S. Barbieri, Asili nido e servizi educativi per la prima infanzia in Italia. Lineamenti storici, fondamenti pedagogici, modalità operative, Cleup, Padova 2015, da p. 11 a p. 49 (38 pp.) Link alla versione Open access 

https://iris.unimore.it/retrieve/e31e124d-3a9d-987f-e053-3705fe0a095a/BARBIERI_Asili%20nido.pdf

C. Lectures (one book of your choise):

5. S. Lentini, L’educazione in carcere. Profili storico-pedagogici della pena, Fondazione Nazionale “Vito Fazio- Allmayer”, Palermo 2012 (150 pp.)

5. S. Lentini, L’istruzione elementare a Catania dall'Unità all'età giolittiana. Mappa ragionata, Aracne, Roma 2024 (circa 200 pp.)   

The oral examination of the History of School and Educational Institutions discipline takes place at the end of the course, according to an official calendar published on the specific website by DISFOR; the evaluation of the final interview, by the commission, will take into account, overall, the following general indicators of judgment:

-  thematic breadth and organicity of the discussion;

- specialist lexical correctness;

-        - level of in-depth study and theoretical connection skills; 

       - ability to refer knowledge to the specific contexts / areas of intervention of the educator.

- The Casati law;

- the Gentile Reform;

- the school in the fascimo years;

- the school in the Constitution of the Italian Republic;

- teacher training after the Casati law and after the Gentile reform;

- the pedagogical project in prison;

- educational experiences for the social rehabilitation of deviant minors.