Social Pedagogy a.y. 2025-2026 – Corso di laurea magistrale in Scienze pedagogiche

CFU: 6
Course code: 804002517
SSD: PAED-01/A
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: in-presence
Period:
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
None

Program:
At least 20 hours are dedicated to explaining the manual which is very detailed; 10 hours are dedicated to illustrating issues related to gender and the issue of juvenile deviance

Text books:
Texts for the Social Pedagogy course are 3 and include: 2 mandatory texts – E. Lozupone in the name of integral ecology. Educational contexts and experiences Rome, – Francoangeli (downloadable for free from the publishing house website) Some handouts on the topic of inclusion according to gender and women’s studies Texts of choice are agreed with the students upon proposal of the teacher who tries to capture group and individual interests

Text books:

Texts for the Social Pedagogy course are 3 and include: 2 mandatory texts
– E. Lozupone in the name of integral ecology. Educational contexts and experiences Rome,
– Francoangeli (downloadable for free from the publishing house website)
Some handouts on the topic of inclusion according to gender and women’s studies
Texts of choice are agreed with the students upon proposal of the teacher who tries to capture group and individual interests

Bibliography:

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: KNOWLEDGE AND UNDERSTANDING: – Integral ecology as a necessary and inevitable approach to respond adequately to ‘the cry of the earth and the cry of the poor’. – Education as a driving force for change in an integral ecological sense. – Bergoglio’s pedagogy and the seven pillars of education – Concepts and terms of general and social pedagogy declined in an integral ecological sense – Educational planning – Juvenile deviance and the current issue on re-educational interventions. – The issue of gender from a pedagogical perspective: reflections and critical issues APPLYING KNOWLEDGE AND UNDERSTANDING: the presentation of the study materials is structured so as to allow the transition from theoretical reflection to concrete contexts and cases MAKING JUDGEMENTS: Students are required to first report what is indicated in the texts regardless of their personal and/or confessional opinions; subsequently it will be possible to discuss the proposed pedagogical orientations with the teacher in a reasoned manner. Argumentative skills and knowledge of the technical terminology of the discipline are required.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES:
KNOWLEDGE AND UNDERSTANDING:
– Integral ecology as a necessary and inevitable approach to respond adequately to ‘the cry of the earth and the cry of the poor’.
– Education as a driving force for change in an integral ecological sense.
– Bergoglio’s pedagogy and the seven pillars of education
– Concepts and terms of general and social pedagogy declined in an integral ecological sense
– Educational planning
– Juvenile deviance and the current issue on re-educational interventions.
– The issue of gender from a pedagogical perspective: reflections and critical issues
APPLYING KNOWLEDGE AND UNDERSTANDING: the presentation of the study materials is structured so as to allow the transition from theoretical reflection to concrete contexts and cases
MAKING JUDGEMENTS: Students are required to first report what is indicated in the texts regardless of their personal and/or confessional opinions; subsequently it will be possible to discuss the proposed pedagogical orientations with the teacher in a reasoned manner.
Argumentative skills and knowledge of the technical terminology of the discipline are required.

Methods and criteria for verifying the learning:
The exam evaluates the student’s overall preparation, the ability to relate the different parts of the program, argumentative coherence, critical and judgmental capacity. clarity of exposition and ownership of language are assessed,also with regards to one’s own practical experiences (internship and/or professional) in accordance with the Dublin descriptors.The evaluation will generally follow this grid: . Not suitable: significant deficiencies and/or inaccuracies in knowledge and understanding of the topics; limited analysis and synthesis skills, frequent generalizations. – 18-20: just sufficient knowledge and understanding of the topics with possible imperfections; Sufficient analytical, synthesis and independent judgment skills. – 21-23: Routine knowledge and understanding of topics; Analysis and synthesis skills correct with coherent logical reasoning. – 24-26: Fair knowledge and understanding of the topics; good analytical skills – 27-29: Complete knowledge and understanding of topics; notable analytical skills, synthesis. Good independent judgement. – 30-30L: Excellent level of knowledge and understanding of the topics. Remarkable capabilities of analysis and synthesis and autonomy of judgement. Arguments expressed in an original way. Summary with rigorously expressed arguments, also with regards to one’s own practical experiences (internship and/or professional)

Methods and criteria for verifying the learning:

The exam evaluates the student’s overall preparation, the ability to relate the different parts of the program, argumentative coherence, critical and judgmental capacity. clarity of exposition and ownership of language are assessed,also with regards to one’s own practical experiences (internship and/or professional) in accordance with the Dublin descriptors.The evaluation will generally follow this grid: . Not suitable: significant deficiencies and/or inaccuracies in knowledge and understanding of the topics; limited analysis and synthesis skills, frequent generalizations.
– 18-20: just sufficient knowledge and understanding of the topics with possible imperfections; Sufficient analytical, synthesis and independent judgment skills.
– 21-23: Routine knowledge and understanding of topics; Analysis and synthesis skills correct with coherent logical reasoning.
– 24-26: Fair knowledge and understanding of the topics; good analytical skills
– 27-29: Complete knowledge and understanding of topics; notable analytical skills, synthesis. Good independent judgement.
– 30-30L: Excellent level of knowledge and understanding of the topics. Remarkable capabilities of analysis and synthesis and autonomy of judgement. Arguments expressed in an original way.
Summary with rigorously expressed arguments, also with regards to one’s own practical experiences (internship and/or professional)

Attendance modalities:
Attendance is optional, but highly recommended. those attending are invited to actively participate during the lessons by asking questions, with due respect for the teacher and colleagues. those who attend are invited to ask the teacher to explain again a concept that was not understood, especially if foreigners and/or disabled. students who have already taken the exam in the first level course will have to agree on an appropriate program with the teacher. The lessons are frontal, but tend to involve students by asking questions and listening to their opinion on critical issues. The topic is carried out in a theoretical way, highlighting the main concepts, followed by the exposition of a concrete situation. the next lesson includes a brief review and/or in-depth analysis of the topics covered in the previous lesson.

Attendance modalities:

Attendance is optional, but highly recommended. those attending are invited to actively participate during the lessons by asking questions, with due respect for the teacher and colleagues. those who attend are invited to ask the teacher to explain again a concept that was not understood, especially if foreigners and/or disabled.
students who have already taken the exam in the first level course will have to agree on an appropriate program with the teacher.
The lessons are frontal, but tend to involve students by asking questions and listening to their opinion on critical issues. The topic is carried out in a theoretical way, highlighting the main concepts, followed by the exposition of a concrete situation.
the next lesson includes a brief review and/or in-depth analysis of the topics covered in the previous lesson.