STORIA DEI PROCESSI E DEI SERVIZI EDUCATIVI

The course aims to develop a general understanding of the historical development of educational processes in the contemporary world, with particular attention to the evolution of an area of educational services that has become significant within the framework of the organization of a democratic culture of access to knowledge. It also aims to examine the impact that the organized management of a range of educational processes has had on the functions of civic and democratic life. These processes are closely connected with the development of public services related to literacy, mass education, dissemination of knowledge, and, historically, with the increase in democratic participation in cultural life.

The expected learning outcomes, formulated according to the Dublin Descriptors, are as follows:

Knowledge and understanding (DD1)

• To acquire knowledge of methodologies for analysing educational needs and demand for education and training across different stages of life and in a variety of social and organizational contexts.

• To acquire knowledge of theories, methodologies, and models for the conception, design, and evaluation of formal, non-formal, and informal education.

• To possess methodological and instructional knowledge for managing and evaluating educational and training pathways and processes.

• To acquire a repertoire of technical and operational methods and tools appropriate to formal, informal, and non-formal processes.

Applying knowledge and understanding (DD2)

• To connect the theoretical and methodological content acquired with the interpretation of past, present, and future events and processes.

• To be able to select methods, techniques, and tools that are appropriate to the subjects and contexts involved.

• To be able to intervene in relational dynamics by using methods and tools to manage situations at different levels (individual, organizational, and community).

• To promote integration among educational, social, cultural, and healthcare services.

• To be able to identify connections between educational theories, policies, and contexts for personal development within organizations.

Making judgements – Synthesizing and evaluating (DD3)

• To be able to interpret and formulate educational and training needs.

• To be able to evaluate tools appropriate for needs analysis.

• To be able to translate the analysis of learning contexts into the formulation of problems, objectives, and design solutions.

• To be able to select methods, techniques, and tools, using multidisciplinary approaches and taking into account different educational contexts.

Communication skills (DD4)

• To be able to communicate and share analyses of events based on knowledge within one's professional field.

• To be able to initiate processes of knowledge sharing.

• To be able to engage in dialogue, negotiation, and knowledge sharing with the organizational stakeholders involved.

Learning skills (DD5)

• To be able to promote processes of change in the contexts in which educators and trainers operate through the production of situated knowledge.

Blended learning supported by the Moodle platform.

Two-thirds of the course (36 hours) will be delivered in person according to the traditional teaching format, while one-third (18 hours) will be delivered online, synchronously, via the University’s “Microsoft Teams” platform.

The adoption of the blended learning mode is intended to strengthen student participation and engagement. It requires students to enroll in the corresponding virtual class on the Moodle platform (https://elearning.unict.it/course/view.php?id=71878), where they will be able to access the schedule of both in-person and online classes, as well as the available teaching materials.

During the online teaching sessions, particular attention will be devoted to consolidating learning and fostering collaborative reflection on the course content through the use of visual and video materials, case examples, and the analysis of shared documents.

  1.   Clerici L., Libri per tutti. L’Italia della divulgazione dall’Unità al nuovo secolo, Roma, Laterza, 2018;

2. Brunelli M., Alle origini del museo scolastico. Storia di un dispositivo didattico al servizio della scuola primaria e popolare tra Otto e Novecento, Macerata, Eum, 2020.

3. Bandini G. et al. (a cura di), La Public History tra scuola, università e territorio. Una introduzione operativa. Firenze: FUP, 2022, pp. 17-38 e pp. 59-110; [Il libro è consultabile on line, in open access, collegandosi al seguente link: https://media.fupress.com/files/pdf/24/10643/34151]

4. Bandini G., Oliviero S. Public History of Education: riflessioni, testimonianze, esperienze. Firenze: FUP, 2019, pp.1-102; pp.159-222. [Il libro è consultabile on line, in open access, collegandosi al seguente link: https://media.fupress.com/files/pdf/24/3799/3799_24738]

The assessment will take into account:

• the ability to re-elaborate information related to the subject within the appropriate historical frameworks and coherent periodizations;
• the ability to use terminology appropriate to the conceptual categories of the discipline;
• the ability to develop an appropriate discussion demonstrating a sound command of the concepts and specific terminology of the discipline.