The purpose of the course is to analyse the figure and functions of the "Educator", a profession that originates in social professional education whose essential treaties are recognized in methodologies and principles typical of essential education as it has developed in the European middle context.
Studying professional pedagogy the student will be able to:
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of this branch of knowledge;
- know the specific characteristics of different educational settings for individual and community wellbeing
In terms of ability to apply knowledge and understanding:
- analyse the best educational practices with reference to nationally and internationally consolidated pedagogical methods;
- be able to access scientific literature of reference to plan emancipation paths for those involved in the process;
In terms of independent judgment:
- interpret different educational needs and master methods and the most suitable expressive codes for different contexts;
- evaluate pedagogical innovations promoting collaborative and integrated work with local people and services.
In terms of communication skills:
- use human interaction strategies in different educational contexts and identify ones own pedagogical style;
- interact in social contexts to plan educational actions;
In terms of learning skills:
- understand the role of pedagogical knowledge in its historical and socio-political development in formal and non-formal educational contexts.
- understand the educational relationship in its different socio-historical, cognitive and emotional dimensions.
Studying professional pedagogy the student will be able to:
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of this branch of knowledge;
- know the specific characteristics of different educational settings for individual and community wellbeing
In terms of ability to apply knowledge and understanding:
- analyse the best educational practices with reference to nationally and internationally consolidated pedagogical methods;
- be able to access scientific literature of reference to plan emancipation paths for those involved in the process;
In terms of independent judgment:
- interpret different educational needs and master methods and the most suitable expressive codes for different contexts;
- evaluate pedagogical innovations promoting collaborative and integrated work with local people and services.
In terms of communication skills:
- use human interaction strategies in different educational contexts and identify ones own pedagogical style;
- interact in social contexts to plan educational actions;
In terms of learning skills:
- understand the role of pedagogical knowledge in its historical and socio-political development in formal and non-formal educational contexts.
- understand the educational relationship in its different socio-historical, cognitive and emotional dimensions.
teacher profile teaching materials
In the first part epistemological issues belonging to pedagogical knowledge and its antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice) they will explore, hlighting the planning and transformative dimension.
In the second different they will explore educational settings (from family to childcare services; from mental and social disadvantage facilities to the street and emergency contexts; from dementia services to cultural ones for different audiences), while building construction site-workshops to identify strategies, resources and methods for the professional act.
The organization includes lectures, seminar and laboratory activities with participatory teaching methods.
Meetings will also be organized with experts and representatives of institutions and educational associations active in the territories.
Basic maunual : L. Cerrocchi, L. Dozza (a cura di), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano 2018. È esclusa la parte riguardante: Il lavoro: crisi e attivazione di risorse strategiche (pp. 241-305).
Case study of a setting: E. Zizioli, Donne Detenute. Percorsi educativi di liberazione, FrancoAngeli, Milano 2021.
A classic of your choice from:
A. S. Makarenko, La pedagogia scolastica sovietica, Armando, Roma 2009;
J. Dewey, Esperienza e educazione. Qualsiasi edizione purché integrale.
Reading of A. Bernardini, Un anno a Pietralata, Introduzione e cura di Elena Zizioli, Edizioni Conoscenza, Roma, 2021 (reprint).
Programme
The purpose of this course is to offer systemic reflections on the relationship between pedagogy and the professional activity of the socio-pedagogical educator (legally regulated by the recent 205/17 law) for individual and community wellbeing in present-day multicultural contexts. Specifically, this class is organized into two parts.In the first part epistemological issues belonging to pedagogical knowledge and its antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice) they will explore, hlighting the planning and transformative dimension.
In the second different they will explore educational settings (from family to childcare services; from mental and social disadvantage facilities to the street and emergency contexts; from dementia services to cultural ones for different audiences), while building construction site-workshops to identify strategies, resources and methods for the professional act.
The organization includes lectures, seminar and laboratory activities with participatory teaching methods.
Meetings will also be organized with experts and representatives of institutions and educational associations active in the territories.
Core Documentation
Recommended textsBasic maunual : L. Cerrocchi, L. Dozza (a cura di), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano 2018. È esclusa la parte riguardante: Il lavoro: crisi e attivazione di risorse strategiche (pp. 241-305).
Case study of a setting: E. Zizioli, Donne Detenute. Percorsi educativi di liberazione, FrancoAngeli, Milano 2021.
A classic of your choice from:
A. S. Makarenko, La pedagogia scolastica sovietica, Armando, Roma 2009;
J. Dewey, Esperienza e educazione. Qualsiasi edizione purché integrale.
Reading of A. Bernardini, Un anno a Pietralata, Introduzione e cura di Elena Zizioli, Edizioni Conoscenza, Roma, 2021 (reprint).
Type of delivery of the course
Lessons (with use of multimedia). Lectures by representatives of local educational realities; educational visits. In the event of an extension of the COVID-19 health emergency, all the arrangements that regulate the operating methods of lessons and evaluations will be adopted. Particularly, a teaching channel will be created on the Teams platform for lessons and a specific didactic space will be created on the Moodle platform (https://formonline.uniroma3.it/).Type of evaluation
Oral exam on the texts in the program with an in-depth study of the settings discussed throughout the course. In the event of an extension of the COVID-19 health emergency, all the arrangements that regulate the operating methods of lessons and evaluations will be adopted. Particularly, evaluation will proceed through evaluation tests via the Teams platform and within the didactic space on the Moodle platform (https://formonline.uniroma3.it/).