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.
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.
M. Striano (a cura di), Pratiche educative per l'inclusione sociale, Franco Angeli, 2016.
D. Le Breton, Antropologia del dolore, Meltemi, 1996.
I. Illich, Nemesi medica. L'espropriazione della salute, RED Edizioni, 2013 (oppure, a scelta: 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.
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.
Core Documentation
M. Giosi, Pedagogia della cura e integrazione sociale, Roma, Anicia, 2019 (in stampa).M. Striano (a cura di), Pratiche educative per l'inclusione sociale, Franco Angeli, 2016.
D. Le Breton, Antropologia del dolore, Meltemi, 1996.
I. Illich, Nemesi medica. L'espropriazione della salute, RED Edizioni, 2013 (oppure, a scelta: S. Benhabib, Cittadini globali. Cosmopolitismo e democrazia, Il Mulino, Bologna, 2008)
Type of delivery of the course
The exam will be articulated through a series of questions on the texts foreseen by the program. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods for carrying out teaching activities and students' evaluation will be implemented. In particular, the following methods will apply: ... "Type of evaluation
The evaluation expressed will take into account: the student's ability to respond to the questions; evaluation of the logical and linguistic skills demonstrated; the historical-educational contextualization capacity of authors, themes and works In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods for carrying out teaching activities and students' evaluation will be implemented. In particular, the following methods will apply: ... "