Corso di laurea in Scienze dell'Educazione

The course aims to teach students:
- with reference to the pedagogical-didactic debate and to the professional profile of the socio-pedagogical educator, the critical knowledge of concepts and theories needed to analyze, develop and manage socio-educational interventions, with specific reference to the promotion of citizenship competences ;

- skills in the analysis of socio-educational interventions and projects in relation to design quality and potential effectiveness criteria, with specific attention to actions aimed at the social development of the territories;

- skills and competences in the design and management of socio-educational interventions with specific reference to those of a preventive and promotional nature, with a view to developing citizenship skills.

 

Knowledge and understanding

- To recognise the educational dimension of social phenomena and to relate this to the professionalism and the duties of the professional socio-cultural educator.

- To be familiar with logics and tools for interpreting differentiated educational needs related to the community and to individual subjects.

- To be familiar with models and logics of educational planning in the social field.

- To have critical knowledge of models, strategies and tools of educational intervention, relating them specifically to educational needs and contexts.

Ability to apply knowledge and understanding

- Critical analysis of interventions and educational practices, in order to draw from them certain characteristic features, dynamics and processes and to identify potential paths of development. 

- Acquisition of basic operating competences relating to socio-educational planning, the use of educational models, strategies and tools, paying particular attention to the principles and measures consistent with a competency-based approach, aimed at promoting personal and social independence.

- Acquisition of competences in planning and managing educational pathways that respond to complex needs, through forms of integrated support which assist individuals and groups and involve collectivities and contexts, in collaboration with other professional specialisms and social and territorial resources.

- Acquisition of competences in developing pathways for educational "in the field" research based on processes of observation, documentation, innovation, evaluation of the teaching  interventions and their results.

Making judgements

- Critical analysis of interventions and educational practices, in order to draw from them certain characteristic features, dynamics and processes and to identify potential paths of development.

- Ability to evaluate programs and educational interventions based on their scientific value, consistency with the questions and needs expressed, effectiveness in relation to expected outcomes, efficient use of available resources.  

- Ability to think in order to increase the effectiveness of projects and educational actions.

Communication skills

-  Ability to use scientific language correctly and effectively.

-  Ability to effectively document projects, interventions, results in education.

 Learning skills

-Ability to work autonomously to improve their own learning, also from the reflection of the experience.

- Ability to identify and use sources and tools needed for their own continuing education.

 

Flipped classroom: head-on lessons with participation using exercise practice; reconstruction and analysis of cases; laboratory didactics; simulations; action-research and case studies.

Written tests: a mid-term exam; a final test (0-30 pt).

Structure

Question 1 (10 pt): presentation of the logics and criteria for professional intervention of the socio-pedagogical educator. [Criteria: completeness; correctness; personal reworking].

Question 2 (10 pt): analyze a real or realistic educational intervention based on the concepts and theories being studied during the course and propose possible improvement interventions based on the studied literature. [Criteria: completeness; correct-plausibility; explanation of the theoretical criteria and correct operationalization].

Question 3 (10 pt): hypothesize an educational intervention based on the theories and concepts studied during the course, discussing their practicability and potential effectiveness conditions. [Criteria: completeness; correct-plausibility; explanation of the theoretical criteria and correct operationalization; originality; problematisation].

 

The course will be divided into two modules.

1. Contexts and forms of educational intervention in the social field. A plurality of contexts and educational needs: the educator's profession, comprising formal, non-formal and informal education. The competency-based approach in non-formal educational interventions. Competency as an educational criterion.
2. From 'Planning to the design of socio-educational interventions. Programmatic    documents at European, national, regional and local level as sources for the design of socio-educational interventions. From the statistical interpretation of need to the contextual interpretation of the possibilities for educational intervention: team work and tasks of the educator. Models and logics of educational-teaching design in extra-curricular contexts. The construction of learning contexts and the exploitation of problem-situations. Structure of training courses. Criteria for the choice of intervention methods.

 

 

-  BRANDANI W., TOMISICH M. (2020). Il lavoro sociale nei contesti educativi. Roma: Carocci.

- LEONE l., PREZZA M. (2012), Costruire e valutare progetti nel sociale. Milano, Franco Angeli.

-  MACCARIO  D. (2013), Le nuove professioni educative. La didattica nei servizi socio-culturali e assistenziali, Roma, Carocci.

-  MACCARIO D. (2009), L'educazione difficile. La didattica nei contesti socio-culturali e assistenziali, Roma, Carocci.

- PELLEREY M. (2012), Competenze. Conoscenze, abilità, atteggiamenti. Il ruolo delle competenze nei processi educativi scolastici e formativi, Napoli, Tecnodid.