Pedagogical Sciences

The teaching of Groups and General Pedagogy course will be carried out on three levels: A) foundative-introductive, addressing: the object of study and intervention of pedagogy, the concept of bildung and the definition of pedagogy; the reasons and the path taken by pedagogy to become an "autonomous" "science" from the philosophy that thinks and envisages education with critical rationalism; the current of pedagogical problematicism; pedagogy as a discipline: theoretical statute and empirical framework; the complexity and pedagogy of reason: therefore, the main decentralizations of the twentieth century (with reference to those of biology, psychology with psychoanalysis and anthropology) and their respective pedagogical repercussions; the pedagogy between nature and technique (also with regard to biology and cybernetics; the contribution of the psychology of Logos and Eros: main characters, authors and pedagogical implications; the contribution of anthropology: with the concepts of culture, inculturation and acculturation and the evolution of anthropology with reference to the authors addressed and the pedagogical repercussions; the contribution of sociology: the ages of life as the ages of education from the point of view of education as a constant reconstruction of life experiences (with reference to the of childhood, adolescence, young people, adults and the elderly) and the places of life (with reference to school, family and extracurricular educational agencies) also explaining the difference between the bildung system and the integrated bildung system; B) of the contribution of the cultural canon, with regard to A.S. Makarenko: political-pedagogical position of the author in the twentieth century and main characteristics of thought and of the Collective as a method of education; C) monographic: education between emergency and utopia; the educational planning typical of the educational professions for the social; the social, psychological and cultural factors that mark knowledge and pedagogical and didactic planning; the 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); the training curriculum and professionalism of the socio-pedagogical professional educator and childcare services and of the pedagogist; characteristics and factors of insertion/permanence/leave and/or employment, organization and dynamics of educational settings: family, parenting support, foster care and adoption, community for minors; childcare services and youth aggregation centres; structures of 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).

The fundamental basics of general and social Pedagogy.

BIBLIOGRAFY for Exam 1. Frabboni F., Pinto Minerva F. (2003), Introduzione alla pedagogia generale, Laterza, Roma-Bari. 2. Cerrocchi L. (2022), Anton Semënovič Makarenko. Educare vuol dire cambiare nell’«alternativa» di una disciplina cosciente. In Mariuzzo A. (a cura di), Dalla compassione all'educazione. Vie emancipative comunitarie nel Novecento, il Mulino, Bologna, pp. 37-91. 3. 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

Attendance at the course is optional, but particularly recommended for importance curriculum and formative purposes.

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.

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The modality of carrying out the teaching of General Pedagogy advanced course will be in presence (in the frontal lessons will be included in-depth itineraries with privileged testimonies - scholars and / or professional figures - of the settings, in interactive mode, individual and in groups, as well as possibly 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. Students will be able to find indications on topics and guidelines for drafting degree theses on the Moodle page of the course.