Teaching - Università Roma Tre

MODELLI EDUCATIVI PER L'INTEGRAZIONE (objectives)

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.

Code

22910009

Language

ITA

Type of certificate

Profit certificate

Credits

Scientific Disciplinary Sector Code

M-PED/01

Contact Hours

Type of Activity

Core compulsory activities

Teacher	GIOSI MARCO (syllabus) This study program proceeds and is articulated starting from the recognition of the fact that the educational dimension carries with it a need aimed at favoring, promoting and activating processes of integration of the person within family, school, social, cultural, historical contexts - reference politicians. An integration that goes hand in hand with the consideration of the crucial importance of the psycho-affective dynamics that characterize the process of identity development, emotional literacy, the construction of emotional and interpersonal ties, as well as meeting and dialogue within the social space and shared communication. Integration, therefore, which, however, must not end within dynamics of passive assimilation, of homologating conformation, of dispossession and loss of self. Within this framework, the notion of "care" is central (see Giosi's text), as a pedagogical-educational category/strategy aimed at promoting processes and paths of self-analysis, awareness-raising, construction of significant relationships for the person. Crucial, within this notion of care, are those "roots" constituted by "vulnerability", "pain", "empathy" with particular reference to the condition of adolescents and families. Within a pedagogical perspective of care, in fact, it appears evident how the redefinition, today (and for several years already), of the family space, of the relative roles, maternal and paternal, of the social representations of this sphere, has generated a new and complex phenomenology of problems concerning the parent-child educational relationship. The so-called "new parents" are currently living in a situation of relational disorientation. When a man and a woman enter paternity/maternity status, there is the establishment of a gray area, within which the spouses find themselves involved in a process of profound transformation of communication schemes. The anthropological fact on which education is based is there for all to see: the human person is not, but becomes. To become herself, the person needs someone to accompany her on this journey, because she does not "become" alone. The first "other" that the newborn encounters in its becoming are the parents. Throughout human history, parents have always passed on their cultural, economic and relational heritage to the younger generations; the older generations have, albeit often in radically different ways, expressed some form of care towards the new generations. Sometimes, and certainly more and more in recent decades, this care has been intentional, that is, parents have expressed an explicit will to educate their children by directing them towards the goods, values, orientations proper to their era. When the parent takes care of the growth process of a child in a conscious and intentional way, going beyond the practice of breeding, which every animal species implements towards its own puppies, we can believe that a properly educational act is being carried out . Education is therefore a function inherent in the family, in the process of intergenerational transmission. Working on these questions, we immediately come across a sort of paradox: if, on the one hand, the educational task of the family is considered increasingly indispensable, on the other, the inadequacy of the current family in exercising this function effectively. At the same time, the same condition of the adolescent appears increasingly exposed to multiple criticalities: forms of toxicological and technological addiction; juvenile depressions; eating disorders; social withdrawal; difficulties that are linked to the "effort of being oneself". (reference books) Testi d’esame 1)M. Giosi, Le radici pedagogiche della cura. Empatia, Vulnerabilità, Dolore, Roma, Anicia, 2022 2)M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella; L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020 3)P. Perillo, Pedagogia per le famiglie. La consulenza educativa alla genitorialità in trasformazione, Franco Angeli, 2019 Laboratorio 4)Un film a scelta, tra i seguenti, sul quale scrivere un elaborato di circa due pagine, almeno. Il posto delle fragole di Ingmar Bergman Noi siamo infinito di Stephen Chbosky Favolacce di D e F. D’ Innocenzo Christiane F. Noi, i ragazzi dello zoo di Berlino di Uli Edel Ragazze interrotte di Jane Mangold Truman Show di Peter Weir L'attimo fuggente di Peter Weir Farenheit 451 di François Truffaut American beauty di Sam Mendes Sweet Sixteen di Ken Loach Quadrophenia di Franc Roddam Ladri di biciclette di Vittorio De Sica Farenheit 451 di François Truffaut Un angelo alla mia tavola di Jane Campion Gente comune di Robert Redford
Dates of beginning and end of teaching activities	From to
Delivery mode	Traditional
Attendance	not mandatory
Evaluation methods	Oral exam