Students must show organic knowledge, coherently organized, in the field of fundamental theoretical frameworks of the discipline (the main pedagogical theories and approaches with particular reference to the contemporaneity). Students must show knowledge of the international debate on general education regarding in particular the analysis of complex society and post-modernity and the new questions posed to education by European policies.
Knowledge and understanding
Problematizations understanding of the key issues (the theme of education in contrast to the growth of inequality, the relationship between authority and freedom, the central position of the student, denotative characteristics of the “growth-oriented person” process, opposing theoretical approaches in the interpretation of adults training (such as personalism, the hermeneutics, etc..), the role of society – in its several systems and interaction processes – with the spheres of teaching, in reference to the scenarios and the interpretive perspectives of the late modernity (capability approach and human development).
Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding with reference to a professional approach, emphasizing problem solving skills, knowing how to communicate issues, ideas and operating approaches, even dealing with specific study areas (family, micro-and macro-systems, etc.). Students will apply their knowledge to the reading of texts, the description and interpretation of social and multicultural contexts, the analysis of projects and initiatives that promote the development of individual and social learning processes even within communities, the school and the world of work.
Making judgements
Students should be able to argue autonomously about key issues of general education with reference to interpretive perspectives of the contemporary society.
Communication skills
Students will be able to develop various forms of (oral and written) Communication in group teaching situations.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research.
Knowledge and understanding
Problematizations understanding of the key issues (the theme of education in contrast to the growth of inequality, the relationship between authority and freedom, the central position of the student, denotative characteristics of the “growth-oriented person” process, opposing theoretical approaches in the interpretation of adults training (such as personalism, the hermeneutics, etc..), the role of society – in its several systems and interaction processes – with the spheres of teaching, in reference to the scenarios and the interpretive perspectives of the late modernity (capability approach and human development).
Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding with reference to a professional approach, emphasizing problem solving skills, knowing how to communicate issues, ideas and operating approaches, even dealing with specific study areas (family, micro-and macro-systems, etc.). Students will apply their knowledge to the reading of texts, the description and interpretation of social and multicultural contexts, the analysis of projects and initiatives that promote the development of individual and social learning processes even within communities, the school and the world of work.
Making judgements
Students should be able to argue autonomously about key issues of general education with reference to interpretive perspectives of the contemporary society.
Communication skills
Students will be able to develop various forms of (oral and written) Communication in group teaching situations.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research.
Curriculum
teacher profile teaching materials
A. Broccoli, Dialogare, Morcelliana, Brescia 2021;
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Laboratorio (3 CFU) - Prof.ssa Valeria Caggiano:
V. Caggiano, Christine de Pizan, Cuore e libri: un percorso educativo, Anicia, Roma, 2022.
THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS
Programme
The course aims to initiate students to the study of themes and problems of general Pedagogy, with particular attention to the pedagogical and educational reflection in relation to the processes of human formation. Some significant constructs of the pedagogical discourse will be examined in depth, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogic relationship.Core Documentation
Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (edizione consigliata);A. Broccoli, Dialogare, Morcelliana, Brescia 2021;
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Laboratorio (3 CFU) - Prof.ssa Valeria Caggiano:
V. Caggiano, Christine de Pizan, Cuore e libri: un percorso educativo, Anicia, Roma, 2022.
THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS
Type of delivery of the course
The course (9 CFU, 6 + 3 of Laboratory) includes 36 hours of conventional didactics and 18 hours of LABORATORY work, in total carried out in the form of frontal lessons and students' participation. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following arrangements will apply: - use of the Form on Line platform for audio files related to the lessons and any activation of an interactive Forum in which the participation of students is required; - use of the Microsoft Teams platform for interviews, receptions and live lectures.Attendance
ATTENDANCE AT LESSON IS NOT MANDATORY.Type of evaluation
The examination consists of an interview on the topics of the course, which will ascertain the possession of specific knowledge of some topics in General Pedagogy. The final grade, expressed in thirtieths, will take into account: Of the ability to move easily through the topics covered during the lectures, from the proposed texts; Of the ability to critically rework the knowledge acquired; of the possession of adequate expressive property and specialized terminology. teacher profile teaching materials
Intermediate tests are scheduled on the EDUFORM platform:
Caggiano V. (2023), The city of ladies by Christine de Pizan A story between modernity and narrative paths for humanistic education, Anicia
Programme
The program includes a historical and pedagogical study that revolves around the character of Christine De Pizan.Intermediate tests are scheduled on the EDUFORM platform:
Core Documentation
V. Caggiano, 2022, Christine De Pizan, Educazione tra cuore e libri, Anicia, Roma.Caggiano V. (2023), The city of ladies by Christine de Pizan A story between modernity and narrative paths for humanistic education, Anicia
Reference Bibliography
Bornay, E. (2021). Las hijas de Lilith. Madrid, Cátedra. Caggiano, V., Lopez, I., “Christine de Pizan: annotazioni pedagogiche su La città delle dame”, EDUCAZIONE. Giornale di pedagogia critica, XI, 1 (2022), pag. 90-106. Chance, J. (Ed.). (2019). Gender and text in the later Middle Ages. Wipf and Stock Publishers. Costa, M. R. N., & Costa, R. F. (2021). “Escrita e Gênero na Pensadora Medieval Cristina de Pisano”. Ágora Filosófica, 21(2), 05-27. Ketzer, P., & Scheffer, A. P. (2021). “Socialização feminina, protagonismo humano e educação: uma análise a partir de Christine de Pizan”. Espaço Pedagógico, 28(1), 258-275. Leal, Ivone. (1999). “Cristina de Pisano e todo o universo de mulheres.” Cadernos condição feminina. Lisboa. Leite, L. (2012). “Pontos comuns entre os textos de Christine de Pizan” (" La Cité des dames e Les Trois vertus") e" Le Mesnagier de Paris". SIGNUM-Revista da ABREM,12(2), 163-187. Ferraro, A. R. (2021). The Woman Question, Equality, and the Right to Education: France, 1399 to 1793. Educação & Realidade, 46. Pérez, M. B. H. (2001). Lemarchand, Marie-Jose, Ed. & Trad. 2000: Cristina de Pizan: la ciudad de las damas. ELIM. Journal of the Spanish Society for Medieval English Language and Literature., 11, 194-199. Pintar, K. C. (2021). Narrativa poética em Christine de Pizan: A inserção da poesia na prosa de autoria feminina do século XV. Plebani, T. (2022).El canon ignorado: La escritura de las mujeres en Europa (s. XIII-XX) (Vol. 22). Ampersand. Rodríguez, J. E. (2016). “La prhonesis real en la teoría política de Christine de Pizan”. Cuadernos Medievales, (21), 121-135. Segura Graíno, C. (2001). Feminismo y misoginia en la literatura española. Fuentes literarias para la historia de las mujeres. Madrid, Narcea. Sutil, S. S. (2020). “Das virtudes ou infortúnios femininos”. Cadernos de História,21(34), 122-122. Zimmermann, M. (2017). “La scrittrice della memoria”, in P. Caraffi (a cura di), Christine de Pizan: una città per sé, Roma, Carocci.Type of delivery of the course
There will be workshops and group tests. Report on the EDUFORM platformAttendance
Riportate sulla piattaforma EDUFORMType of evaluation
The intermediate tests will have an evaluation of (60-100). The media will allow access to the oral exam. teacher profile teaching materials
In the first part, the course will address the epistemological issues of pedagogical knowledge and its key antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice), emphasizing the project-oriented and transformative dimension of the educational process, as well as the role of the educator in both its potential and its limits.
In the second part, different educational settings across the life span will be explored (from family contexts to services for children and older adults), with particular attention to situations of social vulnerability. Through the development of “educational workshops,” students will identify strategies, resources, and methodologies for professional practice. A specific focus will be offered—chosen by students—on educational work in contexts of migrant reception and with women in situations of social vulnerability.
- Tramma S. (2003 o edizioni successive), "L'educatore imperfetto. Senso e complessità del lavoro educativo". Carocci.
- Zoletto D. Milani P. (a cura di, 2026), "L'agire socio-pedagogico. Manuale per l'educatore", Scholè.
- Baldacci M. (2026) (a cura di)"Dizionario critico di pedagogia" (solo alcune parti)
A SCELTA TRA:
- Crescenza G. Stillo L. (2026), "Nessuno è mio nemico. Sguardi pedagogici e pratiche di umanità nelle marginalità sociali". ETS
- Lopez A.G. (2026, a cura di), "Phoenix. Sguardi sulla maternità marginalizzata, violata, reclusa Gli esiti della ricerca PRIN PNRR. Anicia
Programme
The aim of the course is to provide systematic reflections on the relationship between Pedagogy and the professional practice of the socio-pedagogical educator (a role legally regulated by Law 205/17), within contemporary multicultural and globalized contexts, with a focus on individual and community well-being.In the first part, the course will address the epistemological issues of pedagogical knowledge and its key antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice), emphasizing the project-oriented and transformative dimension of the educational process, as well as the role of the educator in both its potential and its limits.
In the second part, different educational settings across the life span will be explored (from family contexts to services for children and older adults), with particular attention to situations of social vulnerability. Through the development of “educational workshops,” students will identify strategies, resources, and methodologies for professional practice. A specific focus will be offered—chosen by students—on educational work in contexts of migrant reception and with women in situations of social vulnerability.
Core Documentation
- Frabboni F., Pinto Minerva F. (2003 o altri anni di edizione) "Introduzione alla pedagogia generale". Edizioni Laterza (capitoli indicati dalla docente)- Tramma S. (2003 o edizioni successive), "L'educatore imperfetto. Senso e complessità del lavoro educativo". Carocci.
- Zoletto D. Milani P. (a cura di, 2026), "L'agire socio-pedagogico. Manuale per l'educatore", Scholè.
- Baldacci M. (2026) (a cura di)"Dizionario critico di pedagogia" (solo alcune parti)
A SCELTA TRA:
- Crescenza G. Stillo L. (2026), "Nessuno è mio nemico. Sguardi pedagogici e pratiche di umanità nelle marginalità sociali". ETS
- Lopez A.G. (2026, a cura di), "Phoenix. Sguardi sulla maternità marginalizzata, violata, reclusa Gli esiti della ricerca PRIN PNRR. Anicia
Attendance
Attendance is recommended. Students have access to a course page on the Moodle platform, where materials are shared and discussion forums for in-depth learning are facilitated.Type of evaluation
Assessment will be conducted orally through an interview.