Education and Training Science

LAURA CERROCCHI

At the end of the course the student will have:
• Knoweldge and understanding the following concepts: instruction, education and bildung; multidimensional/integral bildung as a transactive process between a biopsychological subject (in a cognitive and affective sense), society and culture; education for all ages (infancy, adolescence, young people, adults, elderly) and conditions (by gender, psycho-physical profile, social class and ethnic-linguistic-religious group) of life through the integrated educative system and the network of services;
• Know and understand training and role of professions with a educational, pedagogical and didactic value and for the social;
• Knowledge and understanding at the level of analysis and setting tuning (coherence between systems of hypotheses and organizational frames of interventions: times and spaces, rules and relationships) in the context of educative services;
• Know and understand social, cultural and psychological factors that mark bildung, role of the family(s) as an observatory and project of migration, literacy and work, network of services, agencies and players in the area that provide knowledge tools and activate strategies of integration and cultural and social inclusion for individual and community projects

At the end of the course the student:
• will be able to use skills to act at the social service level also in relation to educational and didactic
contexts;
• will acquire skills for analysis/assessment/self-assessment in the work of educative services with educational, pedagogical and didactic contexts;
• will be able to use critical and self-critical knowledge and skills necessary for net working with the system agencies/professions;
• will be able to access international and national sources and bibliography of the sector, update their
knowledge;
• will be able to develop critical and autonomous thinking on the various contents and practices learned;
• will be able to communicate with system agencies and professions, work in groups, in interdisciplinary and multi-professional teams and in network

The teaching is basic and no pedagogical prerequisites are required

The teaching of Social Pedagogy will address the following contents:
at the level of foundation pedagogy, object of study and intervention of pedagogy as theoretical-practical knowledge (trinomial instruction-education-bildung); pedagogy as a complex knowledge and about system, connector of the educational sciences which assumes bildung(multidimensional/integral of the subject/person) as a transaction between the bio-psychological subject (in a cognitive and affective sense), society and culture; five trends of socio-cultural change and their respective effects; age (childhood, adolescence, youth, adults, elderly) and places of life (physical, social and cultural; school and extra-school) as ages and places of life and education from the point of view of lifelong education and the bildung system integrated and network work;
at the level of social pedagogy, knowledge, planning and (trans)formative role of the educational, didactical, pedagogical and social professions; analysis and development of community settings (with regard to the dual and group relationship, team work and supervision); prevention, education and recovery settings for individual and community well-being (referring to: school, family as an environment/educational system, family and parenting support, fostering and adoption, community for minors; childhood services and youth aggregation; prison and women's prison, intermediate structures for the External Penal Execution, SerD and Therapeutic Community; work as a human activity, illegal hiring, crisis and activation of resources and Skills Assessment practices, Corporate Welfare, targeted job placement; gangs and bullying, street education, interventions in reception and emergency contexts, self-help groups, international cooperation; residential services for the elderly and intergenerational housing structures; cultural services for different audiences, i.e. literacy and museum).

Bibliografia di studio su cui verterà l'esame (che sarà in modalità orale)

1. Pedagogia generale e sociale (Dispensa curata dalla docente per fornire concetti base di Pedagogia generale e sociale: pubblicata e scaricabile sulla pagina moodle dell'insegnamento di Pedagogia sociale 2025-2026 Prof.ssa Cerrocchi)
2. Cerrocchi L., Dozza L. (2018) (a cura di), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, Franco Angeli, Milano (studio integrale del volume)
3. Cerrocchi, L. (2018) - Armar-si della Parola. Don Lorenzo Milani e la Scuola-Comunità di Barbiana nel secolo dei conflitti tra scienza e coscienza (In Fulvio De Giorgi a cura di - Cantieri di pace nel novecento. Figure, esperienze e modelli educativi nel secolo dei conflitti-) (edizioni Il Mulino, Bologna ITA) – pp. da 77 a 124
4. Un volume a scelta tra:
a) Scuola di Barbiana (ed.or.1967), Lettera a una professoressa. Libreria Editrice Fiorentina, Firenze (studio integrale del volume)
b) Bernardini A (ed.or.1968) (2019), Un anno a Pietralata, Edizione conoscenza, Roma. Può essere studiata anche l'edizione Nuova Italia Scientifica, Firenze, 1979 (studio integrale del volume).

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The method of carrying out the teaching of Pedagogy of educational services will be in presence (with frontal lessons, inclusive about interactive mode and presentation of materials/tasks/cases by students).
The support materials for the lessons (course slides and any in-depth essays/articles) (which are in no way intended to replace the study of the bibliography) will be made available (also) on the teaching Moodle page.
In Moodle page of Course there are indications on topics and guidelines for drafting degree theses.

Attendance is compulsory according to the regulations of the Study of Course.

The final exam will be oral and will focus on all the bibliography indicated for the preparation of the exam. The vote will be expressed out of thirty and the exam is considered passed with a minimum score of 18/30;
In evaluating the test, the following general indexes of judgment will be taken into account: accuracy of the answer; mastery and conceptual organization of thematic contents; thematic breadth and coherence of the treatment; specialized lexical correctness; level of detail and ability to connect theoretically; ability to critically re-elaborate knowledge; ability to infer the theoretical knowledge of the operational plan in a professional context.

EXAMPLES OF QUESTIONS
The exam will test all the volumes in the bibliography. Examples of questions are given

Foundation of pedagogy - HANDOUT (Cerrocchi)
1. Explain what the object of study and intervention of pedagogy consists of, define the concept of bildung and provide an argued definition of pedagogy.
2. Explain the ages of life as the age of education from the point of view of education as a constant reconstruction of life experiences (with reference to the main characteristics of childhood, adolescence, young people, adults and the elderly)
3. Explain the places of life as places of education (with reference to school, family and extracurricular educational agencies) also with regard to the difference between the training system and the integrated training system.
4. Explain the 5 trends of socio-cultural change (lengthening of the cycles/human course of life, explosion of technique and symbolic culture, weak literacy, increase in free time and the irruption of a multicultural society) and the main educational implications

Social pedagogy - EDUCATIONAL CONTEXTS (Cerrocchi-Dozza)
5. Explain what Frabboni means in his essay with education between emergency and utopia
6. Educational professions for the social: explain the main points of the planning grid in the Dozza chapter
7. With reference to the Dozza-Cerrocchi chapters, questions relating to: social, psychological and cultural factors that mark knowledge and pedagogical and didactic planning; reciprocity between social representations, systems of self-perception-sense of self-efficacy-agency and real images; theories/definition of group, concept of setting (main points); anti-group phenomena/dynamics and economistic and fusional deviation; pragmatics of human communication (axioms and educational implications)
8. Explain the main characteristics that mark (should mark) the training curriculum and the professionalism of the socio-pedagogical professional educator and of the nursery school and services for childhood and of the pedagogist
9. With reference to the third part of the volume, in-depth questions relating to the following educational settings (with regard to the characteristics and factors of inclusion/permanence/leave and/or employment, organization and dynamics): family, parenting support, foster care and adoption , community for minors; childcare services and youth aggregation centres; structures for and for psychosocial distress: prison and women's prison, intermediate structures for External Penal Execution, SerDP; work as a human activity, illegal hiring, between crisis and activation of resources and skills assessment practices, corporate welfare, targeted job placement; gangs and bullying, street education, interventions in emergency contexts, self-help groups, international cooperation; services and residential services for ederly; cultural services for different audiences (literacy and museum).

SOCIAL PEDAGOGY - SAGGIO CERROCCHI (2022) and SCUOLA DI BARBIANA (1967) and/or BERNARDINI (1968)
Questions about SAGGIO CERROCCHI (2022) and SCUOLA DI BARBIANA (1967) and/or BERNARDINI (1968)