Promote, in the students, a knowledge of the historical and epistemological frame-work related to the sciences of education, with particular reference to the problems related to the processes of formation, socialization, social inclusion / exclusion. But taking into account the psycho-affective root that is at the base of every process of social interaction, always within a perspective of possible integration / inclusion.
Deepening and analysis of the theme concerning the dimension of care, in particu-lar the model of "self-care", today at the center of pedagogical-educational reflec-tion.
Promote the acquisition of intervention strategies, on the educational, therapeutic, pedagogical-educational front, aimed at acting appropriately and effectively in the field of mental distress, social exclusion-marginalization, activating educational "pol-icies" of emancipatory subjectivization and care.
By the study of Patterns of an inclusive education the student will be able to achieve the following training objectives.
- Knowledge and understanding:
- acquire an adequate and wide knowledge about the pedagogical-educational dimension in its components (auxiliary sciences) of psychological, sociological and, in particular, socio-psycho-health matrix, to such an extent that it is possible to develop analytical and hermeneutical capacities having as object the pro-cesses of formation, of socialization, of social and relational integration which see people / people involved in care perspectives.
- Applying knowledge and understanding:
- Promote the ability to translate what is contained in the reference theoretical guidelines into intervention strategies and methodologies; ability to trigger op-erational models based on action research; increase attitudes not only cogni-tive, but also empathic-relational, aimed at the implementation of effective edu-cational-therapeutic relationships.
- Making judgements:
- the activation of attitudes of thought and analysis marked by a habit of critical reflexivity, as well as a capacity for reading / interpreting problems related to mental, emotional and relational discomfort, within family, school and social contexts and dynamics, in order to identifying problems, correlations, pathoge-netic situations
- Communication skills:
- to promote the expansion of a pedagogical vocabulary declined on the side of the clinical dimension of self-care, favoring the capacity for group work aimed at therapeutic-educational practices
- Learning skills
- Promote the acquisition of habitus and learning styles in the name of metacog-nition, critical reflexivity, the transferability of concepts, concepts and ideas in re-lation to peculiar and problematic situations.
Deepening and analysis of the theme concerning the dimension of care, in particu-lar the model of "self-care", today at the center of pedagogical-educational reflec-tion.
Promote the acquisition of intervention strategies, on the educational, therapeutic, pedagogical-educational front, aimed at acting appropriately and effectively in the field of mental distress, social exclusion-marginalization, activating educational "pol-icies" of emancipatory subjectivization and care.
By the study of Patterns of an inclusive education the student will be able to achieve the following training objectives.
- Knowledge and understanding:
- acquire an adequate and wide knowledge about the pedagogical-educational dimension in its components (auxiliary sciences) of psychological, sociological and, in particular, socio-psycho-health matrix, to such an extent that it is possible to develop analytical and hermeneutical capacities having as object the pro-cesses of formation, of socialization, of social and relational integration which see people / people involved in care perspectives.
- Applying knowledge and understanding:
- Promote the ability to translate what is contained in the reference theoretical guidelines into intervention strategies and methodologies; ability to trigger op-erational models based on action research; increase attitudes not only cogni-tive, but also empathic-relational, aimed at the implementation of effective edu-cational-therapeutic relationships.
- Making judgements:
- the activation of attitudes of thought and analysis marked by a habit of critical reflexivity, as well as a capacity for reading / interpreting problems related to mental, emotional and relational discomfort, within family, school and social contexts and dynamics, in order to identifying problems, correlations, pathoge-netic situations
- Communication skills:
- to promote the expansion of a pedagogical vocabulary declined on the side of the clinical dimension of self-care, favoring the capacity for group work aimed at therapeutic-educational practices
- Learning skills
- Promote the acquisition of habitus and learning styles in the name of metacog-nition, critical reflexivity, the transferability of concepts, concepts and ideas in re-lation to peculiar and problematic situations.
teacher profile teaching materials
This study program proceeds and is structured around the recognition of the fact that the educational dimension carries within itself a need to foster, promote and activate integration processes of the person within the family, school, social, cultural and historical contexts - reference policies. An integration that is accompanied, however, by the consideration of the crucial importance of the psycho-affective dynamics that characterize the process of development of identity, emotional literacy, construction of emotional and interpersonal bonds, as well as meeting and dialogue within the social space and shared communicative. Integration, therefore, which, however, must not be exhausted by dynamics of passive assimilation, of conforming conformation, of dispossession and loss of self. Within this framework, the notion of "care" (see Giosi's text) is central, as a pedagogical-educational category / strategy aimed at promoting processes and paths of self-analysis, conscientization, construction of significant relationships for the person. In this regard, the instrument relating to autobiography, writing and narration of self, always projected within a dialogic space, the main route for an active, participatory and emancipatory integration and inclusion is of particular value and interest. Within a public, political space, within a perspective of social justice, of recognizing the rights of people with different degrees of psycho-physical integrity, the question of care is linked, in an essential way, to the issues pertaining to the subject of addiction. , of vulnerability, of autonomy, of recognition. And here the text by Andrea Canevaro, dedicated to the issue of disability, is very significant. Canevaro's text deals with the issue of diversity in various contexts of everyday life: the birth of a disabled child, integration into schools and universities, relationships with educators and operators. Through the analysis of such situations, the author criticizes constructively a world that is organized solely on the boundaries that divide, that distance: those who know and those who do not know, those who care and those who are cared for, those who are skilled and those who are disabled . The clear and unrealistic separation between health and illness as mutually foreign entities, is also the fruit of a way of conceiving the disease separating it from the dimension of "need", of "discomfort", of "malaise", and of all that sphere of human fragility which also belongs strictly to the human subject. In this way, if we separate the whole, the individual experience, the life story of the sick subject, the illness itself, the dimension of care in its relationality, from the sphere of health, then the result will be a health that presents itself as pure abstraction, "non-place", or simple "absence of disease". In reality, health must be conceived as a "process" and not as a static, "given", immutable condition. Furthermore, within the space of health the relationship that the individual has with the disease and with the care and with the health itself must be included. This implies the need to understand that the value of the human subject, be it healthy or sick, goes far beyond the value of health or illness; it is also necessary to understand that both illness and health can be used and manipulated as an opportunity for liberation, as well as for the alienation of oneself, as instruments of emancipation but also of oppression. In this sense, the study of Foucault's text, which reconstructs the genealogy of the notions of health and illness, normality and pathology, as well as Illich's text, which illustrates the pitfalls of the processes of "medicalization" and reduction of the person to "object" to be treated as a consumer of drugs.
A part of the program is dedicated to early childhood and applications to educational settings for children ", with reference to what is indicated in Decree 378/2018, Annex B
I
A. Canevaro, L'integrazione scolastica degli alunni con disabilità. Trent'anni di inclusione nella scuola italiana, Erickson, 2007
I. Illich, Nemesi medica. L'espropriazione della salute, RED Edizioni, 2013.
M. Foucault, La nascita della clinica. Un'archeologia dello sguardo medico, Torino, Einaudi, 1996.((eventualmente sostituibile con S. Benhabib, Cittadini globali. Cosmopolitismo e democrazia, Il Mulino, Bologna, 2008.)
Programme
Self-care, storytelling, rights and inclusion policies.This study program proceeds and is structured around the recognition of the fact that the educational dimension carries within itself a need to foster, promote and activate integration processes of the person within the family, school, social, cultural and historical contexts - reference policies. An integration that is accompanied, however, by the consideration of the crucial importance of the psycho-affective dynamics that characterize the process of development of identity, emotional literacy, construction of emotional and interpersonal bonds, as well as meeting and dialogue within the social space and shared communicative. Integration, therefore, which, however, must not be exhausted by dynamics of passive assimilation, of conforming conformation, of dispossession and loss of self. Within this framework, the notion of "care" (see Giosi's text) is central, as a pedagogical-educational category / strategy aimed at promoting processes and paths of self-analysis, conscientization, construction of significant relationships for the person. In this regard, the instrument relating to autobiography, writing and narration of self, always projected within a dialogic space, the main route for an active, participatory and emancipatory integration and inclusion is of particular value and interest. Within a public, political space, within a perspective of social justice, of recognizing the rights of people with different degrees of psycho-physical integrity, the question of care is linked, in an essential way, to the issues pertaining to the subject of addiction. , of vulnerability, of autonomy, of recognition. And here the text by Andrea Canevaro, dedicated to the issue of disability, is very significant. Canevaro's text deals with the issue of diversity in various contexts of everyday life: the birth of a disabled child, integration into schools and universities, relationships with educators and operators. Through the analysis of such situations, the author criticizes constructively a world that is organized solely on the boundaries that divide, that distance: those who know and those who do not know, those who care and those who are cared for, those who are skilled and those who are disabled . The clear and unrealistic separation between health and illness as mutually foreign entities, is also the fruit of a way of conceiving the disease separating it from the dimension of "need", of "discomfort", of "malaise", and of all that sphere of human fragility which also belongs strictly to the human subject. In this way, if we separate the whole, the individual experience, the life story of the sick subject, the illness itself, the dimension of care in its relationality, from the sphere of health, then the result will be a health that presents itself as pure abstraction, "non-place", or simple "absence of disease". In reality, health must be conceived as a "process" and not as a static, "given", immutable condition. Furthermore, within the space of health the relationship that the individual has with the disease and with the care and with the health itself must be included. This implies the need to understand that the value of the human subject, be it healthy or sick, goes far beyond the value of health or illness; it is also necessary to understand that both illness and health can be used and manipulated as an opportunity for liberation, as well as for the alienation of oneself, as instruments of emancipation but also of oppression. In this sense, the study of Foucault's text, which reconstructs the genealogy of the notions of health and illness, normality and pathology, as well as Illich's text, which illustrates the pitfalls of the processes of "medicalization" and reduction of the person to "object" to be treated as a consumer of drugs.
A part of the program is dedicated to early childhood and applications to educational settings for children ", with reference to what is indicated in Decree 378/2018, Annex B
I
Core Documentation
M. Giosi, Pedagogia della cura e integrazione sociale, Roma, Anicia, 2019 (in stampa).A. Canevaro, L'integrazione scolastica degli alunni con disabilità. Trent'anni di inclusione nella scuola italiana, Erickson, 2007
I. Illich, Nemesi medica. L'espropriazione della salute, RED Edizioni, 2013.
M. Foucault, La nascita della clinica. Un'archeologia dello sguardo medico, Torino, Einaudi, 1996.((eventualmente sostituibile con S. Benhabib, Cittadini globali. Cosmopolitismo e democrazia, Il Mulino, Bologna, 2008.)
Reference Bibliography
C. Herzlich M. Augé M., Il senso del male, Antropologia, storia e sociologia della malattia, Milano, Il Saggiatore, 1986 U. Galimberti, Il corpo, Feltrinelli, Milano, 1987 E. Freidson, La dominanza medica. Le basi sociali della malattia e delle professioni sanitarie, Roma, Franco Angeli, 2002. H. Jonas, Tecnica, medicina, etica, Torino, Einaudi, 1999. L. Binswanger, Tre forme di esistenza mancata, SE, 2010. M. Nussbaum, Giustizia sociale e dignità umana. Da individui a persone, Bologna, Il Mulino, 2012.Type of delivery of the course
The exam will be articulated through a series of questions on the texts foreseen by the program. A question will be asked for each text in question.Attendance
The exam will be articulated through a series of questions on the texts foreseen by the program. A question will be asked for each text in question.Type of evaluation
The evaluation will take into account: the ability of the student to respond to the questions asked; the evaluation of the logical and linguistic skills demonstrated; of the historical-educational contextualization capacity of authors, themes and works.