Università Roma Tre

The course focuses on the relationship between the pedagogical culture and the social, cultural and political transformations during the twentieth century. It also focuses on the problems and specific challenges of the current complex society, characterized by the plurality of pedagogical and cultural approaches and by the deep transformations that have involved both the labour market and educational institutions. Through the main authors of the twentieth century will be analysed the transition to scientific pedagogy and the relationship with the educational sciences. Particular attention will be dedicated to the contribution of Dewey. Part of the program focuses on early childhood and applications to educational settings for children

1. CAMBI F., Le pedagogie del Novecento, Laterza, Roma-Bari 2019
2. BONDIOLI A., SAVIO D., Educare l’infanzia. Temi chiave per i servizi 0-6 anni, Carocci, Roma 2018
3. SCUOLA DI BARBIANA, Lettera a una professoressa, Libreria Editrice Fiorentina

The language of theater is perhaps the most complex with respect to the various arts, as a synthesis of verbal, gestural, corporeal, visual elements, which "oblige", so to speak, the reader / viewer to an exercise in the interpretation and decoding of "idioms "Narratives so diversified linguistically and semiotically, promoting the formation of a critical mind, capable of growing on the" symbolic "level, both from the cognitive, emotional and imaginative point of view. Moreover, the nature of theater appears to be intrinsically connected to a sort of "living dialogue".
It is intended, within this Laboratory, to address the question of theater as a tool for training, focusing on its role and function in direct relation with the spaces and times of pre-school and school education, in its different forms. In fact, we tried to analyze the crucial educational values ​​of theater for the purposes of psycho-affective, cognitive and imaginative (but also perceptive and motor) development of early childhood, highlighting the relationship between theatrical enjoyment and education in the image, as well as its importance for activation
of metaphorical thinking. Without forgetting the highly socializing function of the dramatic experience, mindful of the observations that authors make
such as Piaget and Vygotsky have formulated on the subject. Piaget emphasizing the close connection between the appearance of the function
symbolism in the child and the dramatization typical of the game of fiction, within the development of the mimetic-representative capacity.
Vygotsky highlighting the importance of dramatic play for the development of creative imagination. It is also
tried to focus more specifically on the relationship between theater, school and education in the awareness that this educational potential of theatrical experience must be modulated and carefully used in relation to the different age groups of young learners. In individuals of pre-school age or of "first education" the main path to the experience of theatricality will certainly be play, the playful dimension able to put to good use those attitudes to "mirroring", "imitation", "projection" which are the prerogative of the mind or psyche in the first years of childhood. And this enhancing the resources and the virtualities of non-formal logical thinking, "thinking by images" and the creative imagination of children, as well as the mimetic-kinaesthetic-corporeal abilities of this period of life. The theatrical “game” can become a moment of playful “liberation” of personal expressiveness, of “manifestation” of oneself, of “emotional literacy” centered on seeing and seeing oneself represented in multiple colorings and affective registers, entering into familiarity with even negative unconscious feelings projecting them
on certain figures and characters of the "fiction".

M. Giosi, Come in uno specchio, Roma, Anicia, 2012.

The course aims to initiate students to the study of themes and problems of general Pedagogy, with particular attention to the pedagogical and educational reflection that emerged during the twentieth century. Some significant constructs of the pedagogical discourse will be examined in depth, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogic relationship.
Part of the program is dedicated to early childhood and applications to educational settings for children.

Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (recommended edition);
A. Broccoli, Educazione senza morale? Risorse e limiti dell'etica pedagogica, La Scuola, Brescia 2017;
F. Mattei, Animi, Anicia 2012.

Those wishing to take the exam with a different program than the standard one, are requested to agree with the teacher, at least 30 days before the date of appeal.