Social Pedagogy a.y. 2026-2027 – 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: II semestre
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
None

Program:
The course aims to explore social pedagogy as an expression of integral ecology, which pope francis, in his 2015 encyclical, defines as ‘listening to the cry of the earth and the cry of the poor’. The course therefore seek to explore the theme of integral ecology within the contexts where it is implemented. The stages of this course, which intertwines theory and practical examples, are: an understanding of the historical and social context in which the encyclical is set; pedagogical concepts and terms (essential especially for those approaching the subject for the first time); the pedagogy of the jesuit pope; transdisciplinarity as an epistemological model proposed in the encyclical; educational planning with some practical examples the second part of the course addresses the issue of youth difficulties: this will be addressed as a key theme of the work of the inter-institutional working group launched several years ago in the east of rome (centocelle area), in which various institutions and local centres participate, placing the deviant minor at the centre of their reflection. To give a practical dimension to the study of juvenile difficulties, we will focus on an analysis of the netflix series ‘adolescence’, which highlights some of the challenges of adolescent development in this era and the role of adults.

Program:

The course aims to explore social pedagogy as an expression of integral ecology, which pope francis, in his 2015 encyclical, defines as ‘listening to the cry of the earth and the cry of the poor’.
The course therefore seek to explore the theme of integral ecology within the contexts where it is implemented.
The stages of this course, which intertwines theory and practical examples, are:
an understanding of the historical and social context in which the encyclical is set;
pedagogical concepts and terms (essential especially for those approaching the subject for the first time);
the pedagogy of the jesuit pope;
transdisciplinarity as an epistemological model proposed in the encyclical;
educational planning with some practical examples
the second part of the course addresses the issue of youth difficulties: this will be addressed as a key theme of the work of the inter-institutional working group launched several years ago in the east of rome (centocelle area), in which various institutions and local centres participate, placing the deviant minor at the centre of their reflection.
To give a practical dimension to the study of juvenile difficulties, we will focus on an analysis of the netflix series ‘adolescence’, which highlights some of the challenges of adolescent development in this era and the role of adults.

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) E. Lozupone (a cura di) Nelle maglie della devianza, Loffredo editore 1 text of your choice from those indicated in class and on DidatticaWeb or Teams

Bibliography:

Educational goals and expected learning outcomes:
LEARNING Outcomes: KNOWLEDGE AND UNDERSTANDING: The study of integral ecology as a necessary and inevitable approach to responding appropriately to ‘the cry of the earth and the cry of the poor’. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: the course materials are structured to facilitate a transition from theoretical reflection to concrete contexts and case studies, using the most appropriate technical terminology. INDEPENDENT JUDGEMENT: students are encouraged to form their own views on the topics covered, which relate to shared life experiences and form the basis and inspiration for training in educational practice. COMMUNICATION SKILLS: During the lessons, students will be expected to participate actively, with a view to learning technical pedagogical terminology and developing their ability to present information, defend their views and exchange opinions with the lecturer and their peers; these communication skills will form part of the final assessment during the examination. LEARNING SKILLS: The teaching module will provide the tools for understanding the topics covered and the critical study of textbooks. LEARNING SKILLS: The teaching module will provide the tools for understanding the topics covered and the critical study of textbooks.

Educational goals and expected learning outcomes:

LEARNING Outcomes:
KNOWLEDGE AND UNDERSTANDING: The study of integral ecology as a necessary and inevitable approach to responding appropriately to ‘the cry of the earth and the cry of the poor’.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: the course materials are structured to facilitate a transition from theoretical reflection to concrete contexts and case studies, using the most appropriate technical terminology.
INDEPENDENT JUDGEMENT: students are encouraged to form their own views on the topics covered, which relate to shared life experiences and form the basis and inspiration for training in educational practice.
COMMUNICATION SKILLS:
During the lessons, students will be expected to participate actively, with a view to learning technical pedagogical terminology and developing their ability to present information, defend their views and exchange opinions with the lecturer and their peers; these communication skills will form part of the final assessment during the examination.
LEARNING SKILLS:
The teaching module will provide the tools for understanding the topics covered and the critical study of textbooks.
LEARNING SKILLS:
The teaching module will provide the tools for understanding the topics covered and the critical study of textbooks.

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:
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 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

Attendance modalities:

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 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