The course aims to deepen the educational aspects connected to communication processes in several life contexts. At the end of the course, students will know the epistemological foundations of communication pedagogy, outline the reference models for managing effective communication, understand the relationship between educational and communication processes.
teacher profile teaching materials
Students will be involved in a co-constructed learning pathway oriented towards social justice in education.
Starting from outlining the epistemological foundations of Pedagogy (the specific object of study and intervention and the pathway to becoming a practical and theoretical knowledge that thinks and envisages education as a "Pedagogical Science" and "Borderline Science"), the educational and training potential of the performing arts, in particular theatre, will be discussed.
From the perspective of a critical and committed pedagogy, the themes of the pedagogy of the oppressed and the theatre of the oppressed will be explored in depth, including through practical and workshop experiences;
the complex, ecological and decolonial perspective and, specifically, the relations between colonisation-decolonisation and new migratory phenomena will be taken into account; the educational dimensions in the contexts of marginality and exclusion will be discussed; cultural deprivation, migratory trauma and educational poverty will be reflected upon; methodological hypotheses for effective communication in education will be co-constructed.
Gigli A., Tolomelli A., Zanchettin A.,(2008), Il Teatro dell'Oppresso in educazione, Roma: Carocci
Bianchi L., (2023) La pedagogia implicita di Alexander Langer, Brescia: Morcelliana.
Bianchi L., (2024) bell hooks. Pedagogia impegnata e decoloniale, Brescia: Morcelliana.
Programme
Students will be involved in a co-constructed learning pathway oriented towards social justice in education.
Starting from outlining the epistemological foundations of Pedagogy (the specific object of study and intervention and the pathway to becoming a practical and theoretical knowledge that thinks and envisages education as a "Pedagogical Science" and "Borderline Science"), the educational and training potential of the performing arts, in particular theatre, will be discussed.
From the perspective of a critical and committed pedagogy, the themes of the pedagogy of the oppressed and the theatre of the oppressed will be explored in depth, including through practical and workshop experiences;
the complex, ecological and decolonial perspective and, specifically, the relations between colonisation-decolonisation and new migratory phenomena will be taken into account; the educational dimensions in the contexts of marginality and exclusion will be discussed; cultural deprivation, migratory trauma and educational poverty will be reflected upon; methodological hypotheses for effective communication in education will be co-constructed.
Core Documentation
Catarci M, (2016), La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e cambiamento sociale, Milano: Franco Angeli.Gigli A., Tolomelli A., Zanchettin A.,(2008), Il Teatro dell'Oppresso in educazione, Roma: Carocci
Bianchi L., (2023) La pedagogia implicita di Alexander Langer, Brescia: Morcelliana.
Bianchi L., (2024) bell hooks. Pedagogia impegnata e decoloniale, Brescia: Morcelliana.
Reference Bibliography
Dozza, L., & Ulivieri, S. (a cura di). (2016). L'educazione permanente a partire dalle prime età della vita. FrancoAngeli. Freire, P. (1970). Pedagogia degli oppressi. EGA. Freire, P. (1973). Education for Critical Consciousness. Seabury Press. Freire, P. (1993). La pedagogia della speranza: Un rincontro con la pedagogia degli oppressi. EGA. Freire, P. (1996). Lettera alla coordinatrice di un gruppo di educazione popolare. In Politica e educazione. EGA. hooks b., Ain’t I a Woman? Black women and feminism, South End Press, Boston-Massachusetts 1981. hooks b., Yearning: race, gender and cultural politics, South End Press, Boston 1990. hooks b., Elogio del margine, Feltrinelli, Milano 1998. hooks b., Insegnare a trasgredire. L’educazione come pratica di libertà, Meltemi, Milano 2020. hooks b., Insegnare comunità. Una pedagogia come speranza, Meltemi, Milano 2022. Morin, E. (1999). La testa ben fatta. Riforma dell’insegnamento e riforma del pensiero. Raffaello Cortina.Attendance
Attendance is not mandatory; however, it is strongly recommended for training purposesType of evaluation
Methods: the final exam will be oral and will cover all the bibliography indicated for the preparation of the exam. Timing: there are no intermediate examinations, but the examination will be based on a single oral test at the end of the course; the method of returning the results of the test relates to the time required by the teacher for publication, but the maximum time for publication of the results may not exceed 10 days from the day on which the test was taken; There are no materials that can be used as support during the exam, except for the concept maps provided for students with relative DSA certification. Please note that concept maps must be sent to the teacher at least one week before the exam date.