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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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22902276 -
METHODS AND SOCIO-EDUCATIONAL STRATEGIES FOR DIVERSITY LM 50/87
(objectives)
Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.
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22902276-2 -
METODI E STRATEGIE SOCIOEDUCATIVE PER LE DIVERSITÀ LM50/87
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Also available in another semester or year
|
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22902276-1 -
METODI E STRATEGIE SOCIO EDUCATIVE PER LE DIVERSITÀ LM 50/87
(objectives)
Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.
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6
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M-PED/01
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36
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-
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-
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-
|
Core compulsory activities
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ITA |
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22902316 -
BUSINESS MANAGEMENT LM50
(objectives)
- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;
Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.
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22902316-2 -
ORGANIZZAZIONE AZIENDALE LM50 2
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Also available in another semester or year
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22902316-1 -
ORGANIZZAZIONE AZIENDALE LM50
(objectives)
- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;
Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.
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6
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SECS-P/10
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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22910008 -
SOCIOLOGIA DEI PROCESSI CULTURALI
(objectives)
The educational objective of the course is to provide students with theoretical and methodological tools for understanding the cultural processes and consider culture as an important dimension of social action and life.
By the study of Sociology of cultural processes the student will be able to achieve the following training objectives.
Knowledge of the birth and evolution of the scientific concept of culture, of cultural differentiation in modern societies, of transformation processes, cultural transmission and understanding of how culture influences society and how society influences culture.
Applying the acquired knowledge to understand the interdependencies of socio-cultural phenomena in the contemporary context:
Developing a critical reflection and Making judgements on the dynamics of differentiation, cultural pluralization
Strengthen reflective and communication skills
Consolidate Learning skills
How to link with other teachings
General Sociology; Sociology of Communication; Sociology of Religion; Anthropology
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6
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SPS/08
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36
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-
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-
|
-
|
Core compulsory activities
|
ITA |
Optional Group:
EDUCATORE PROFESSIONALE COORDINATORE DEI SERVIZI LM50 A SCELTA M-FIL II ANNO - (show)
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6
|
|
|
|
|
|
|
|
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22902301 -
GNOSEOLOGY LM 50
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Also available in another semester or year
|
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22902302 -
SEMIOTICS LM50
(objectives)
The aim of the course is to provide an advanced knowledge of the structures and the processes of the empathy, concerning with their cognitive and emotional-affective dimensions, of the understanding of the other and of the human verbal, non verbal and syncretic communication. On one hand this achievement allows an high capacity of analysis, interpretation and action within relation and educational contexts, on the other hand it allows an empowerment of the philosophical and communicative skills and of the analytical and empathic attitudes useful for the coordination of educational plans.
Knowledge and understanding:
Students acquire capacity of analyzing structures and processes of textuality, comunication and cognitive and emotional understanding of the other people either in normal or in atypical conditions of development. They gain competence in the semiotic and philosophy of language domain, inside the framework of cognitive science, in order to use theoretical, psychological, neuroscientific models as advanced methods for planning educational and social interventions in the context of difficulties and unrest and for the coordination of the services.
Applying knowledge and understanding:
Students acquire high capacities of interconnecting knowledge gained in the domain of philosophy of language and semiotics with cognitive science domain, particularly that one concerning with Developmental Psychology, Cognitive Psychology, Social Cognition, Neuroscience, Cognitive Educational Science. This approach allows the using of this theoretical and methodological integrated competence for the planning, organization, evaluation of socio-educational services and interventions..
Making judgements:
Students must be capable to judge and evaluate the possibilities of the comprehension of the cognitive and emotional universe of the other people within psychological and educational models; to make practical decisions into planning starting with this evaluation. They must be capable to evaluate the impact that texts, verbal, non-verbal and syncretic communication, human empathy and listening attitude have in the actualization of the potential of the normal and atypical subject in order to make more fertile as possible the zone of proximal development of the same subject.
Communication skills:
Students have to communicate their knowledge and learned models within the working group and in pubblic context showing their using of scientific and professional language fit to sufficiently describe and promote understanding, recovery and inclusion processes of the subject inside of the social and educational services that they will coordinate.
Learning skills:
Students must be capable to use knowledge of the semiotics of the human cognition and emotions and the skill of “learning to learn” inside the future post-lauream formative paths (master, PHD) and within professional contexts in which they will be called to carry out the role of social and educational services coordinator.
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6
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M-FIL/05
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36
|
-
|
-
|
-
|
Related or supplementary learning activities
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ITA |
|
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22910225 -
WELFARE, SOCIAL RIGHTS AND TERRITORY
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Also available in another semester or year
|
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22910226 -
SOCIOLOGICAL-LEGAL LINES OF THE WELFARE SYSTEM
(objectives)
The aim of the course is to provide students with the theoretical bases and con-ceptual tools of a sociological nature which allow them to analyse in a competent manner the legal-institutional phenomena which influence the transformation of welfare systems in the contemporary world. Particular attention is paid to the ef-fects produced by the evolutionary processes of the regulatory framework in the direction of the territorialisation of welfare.
At the end of the course the student is able to:
Knowledge and understanding:
- to use the concepts and tools of sociology in the analysis of the processes that interconnect the evolution of the legal-institutional framework with the transformation of welfare systems.
Applying knowledge and understanding:
- competently describe the phenomena of change in the welfare system in their legal-institutional genesis.
Making judgements:
- to evaluate and critically discuss the implications that territorialisation processes have on welfare systems.
Communication skills:
- to represent with terminological and conceptual appropriateness the phenomena and processes being studied.
Learning skills:
- to carry out in-depth studies on the topics dealt with, drawing appropriately on the field of studies and research in the sector.
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6
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SPS/12
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36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902340 -
SOCIAL PSYCHOLOGY OF GROUPS LM 50/87
(objectives)
The educational objectives of the course concern the acquisition of knowledge about the structures, roles, norms, dynamics and social psychological processes of group and the application to broader and more complex social contexts, as well as the development of skills for solving problems related to group leadership process-es in order to increase skills of management and coordination of work groups.
By the study of Social psychology of group the student will be able to achieve the following training objectives.
- To elaborate group features and to apply the functions to social groups
- To solve problems related to psychosocial processes of group (social influences, communication, productivity, conflicts), to apply them in complex social contexts.
- To integrate knowledges about theoretical models explaining group processes: Social Identity Theory, - Self-categorization Theory, Theory of Social Comparison processes, etc. and to develop autonomy of judgment and interpretation of social situations
- To examine in depth and communicate results of the main scientific researches about group processes and to apply the conclusions to broader social fields.
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6
|
M-PSI/05
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
Optional Group:
EPCM esami a scelta - (show)
|
9
|
|
|
|
|
|
|
|
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22910265 -
Assessment of learnings and attitudes
(objectives)
The Workshop through reading of Don Quixote aims to develop in the students the ability to analyze the text in critical form, the ability to identify the different levels of reading a narrative text, and to read and interpret social reality through the many suggestions offered by Cervantes' masterpiece. The activities proposed aim to build a critical sensitivity towards the narrative work and the ability to identify parallels between the single narrated episode and the reality surrounding human experience.
Knowledge and understanding:
acquisition of theoretical notions for reading, analyzing and interpreting a narrative text
Applying knowledge and understanding:
ability to analyze, synthesize and interpret information; ability to transfer information in different cognitive domains; ability to acquire and reformulate data and knowledge
Making judgements:
ability to interpret information critically; ability to use information independently in different contexts
Communication skills:
ability to rework a topic in oral and written form.
Learning skills:
ability to understand, interpret and elaborate complex texts.
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9
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M-PED/04
|
54
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910266 -
Educational emergencies, echoes, information, data from operational settings
(objectives)
Bridging in phenomenological terms a) the objectives and results of present international interdisciplinary research on
care, education, socialization of children and adults, with specific attention to gender, individual and intercultural differences, cognitive, learning, expressive, communicative, linguistic, lexical, ludic, emotional and affective, social styles, b) with
observations, experiences, information, data collected within the operational settings of socio-educational professions, c)
with analytical, logical, reflexive reading and interpretation, professional comments of the characteristics of emerging and
already urgent educational needs, of their impact on micro- and macro-social contexts, on minors and adults.
Knowledge and understanding:
- defining and identifying the epistemological and methodological field of the subject;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and
interdisciplinary thematic links;
- knowing the contents and objectives of those pedagogical approaches that promote the idea of care as valorisation of
the individual and of its reference micro-groups;
- knowing the usability of those tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an ed-
ucational goal;
- knowing the role and function of present educational agencies.
Applying knowledge and understanding: - adopting a professional style based on the attribution of value to those educational practices which choose a learner centred pedagogical approach; - being available to networking and group-working; - being aware of the reasons of his ethical and professional responsibility, of the need of being reliable and credible; - being able to build inclusive contexts for all users with cognitive and social problems; - identifying, explaining, commenting educational phenomena and processes, their contents and the impact they pro-duce on all their users’ learning styles; - reading, grasping, identifying, defining care, educational and socialization needs within the all his users’ life contexts; - identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new genera-tions of users.
Making judgements:
- bridging pedagogical theory to individual and social learning processes and to value attributions;
- recognising the usability of strategies, methodologies, techniques, operational tools for the valorisation of reliable
pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings, parallel schools, educational and socio-
educational services;
- listening to and understanding the needs communicated by users while implementing care, education and socializa-
tion activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and aims;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within traditional educational settings, parallel
schools, educational and socio-educational services;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics;
- interacting within traditional educational settings, parallel schools, educational and socio-educational services, with
the aim of supporting the perspective of lifelong and lifewide learning.
Educational emergencies, echoes, information, data from operational settings is a deeply interdisciplinary subject that
bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Educa-
tional models for integration, Literature for children, Didactics for inclusion, Sociology of cultural processes, Sociology of
changes, Development psychology, Coordinating activities of supervision for trainees, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving
to thinking a central role within systemic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Educational emergencies, echoes, information, data from operational settings is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of humanities as sources and tools for
learning.
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9
|
M-PED/01
|
54
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910267 -
Psicologia dei processi cognitivi e affettivi
(objectives)
The course aims to provide the basic scientific-disciplinary skills, concerning the study of the main cognitive (attention, perception, memory, etc.) and affective (emotional regulation, motivation, intention) functions through which the individual interacts with the environment. It also offers basic knowledge about the methods and techniques of psychological research.
INGLESE
By the study of Cognitive and Affective Science the student will be able to achieve the following training objectives.
Knowledge and understanding:
- Understand the main theoretical approaches and methods for the study of cognitive and affective systems;
- Understand methods and techniques of psychological research;
- Understand the cognitive and affective functioning of the individual according with the neuroscience perspective;
Applying knowledge and understanding:
- Apply knowledge on typical cognitive functioning in educational settings;
- Use research methodology and ethics knowledge to design, implement and discuss research data in educational settings;
Making judgements:
- Develop a critical thinking and make comparisons between the different approaches for educational scopes;
- Develop a critical thinking and make comparisons between different cognitive interventions in socio-educational settings;
Communication skills:
- Read and understand a scientific article;
- Disseminate research data to expert (colleagues, professionals, clinicians) and non-expert (e.g., parents) audiences;
Learning skills:
- Apply research methods to foster problem solving in educational contexts (e.g., bibliographic search skills, hypothesis formulation and testing, data analysis, etc.)
- Encouraging the use of international literature to promote scientific interests and inquiry
- Promote the use of scientific research in educational settings;
|
6
|
M-PSI/01
|
36
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910269 -
Laboratorio in Storia del razzismo e delle discriminazioni
(objectives)
The "History of Racism and Discrimination" laboratory provides worthwhile skills for the start and implementation of educational interventions aimed at deconstructing stereotypes and prejudices and promoting dialogue and knowledge between subjects of different national and cultural origin on a reciprocal and equal foot.
The laboratory especially aims to investigate the legacy of racist, anti-Semitic, homophobic, colonial and imperialist discriminatory policies that have been part of the history of all western countries. Particular attention has paid to: 1) the techniques of manipulation of consent, the propaganda invention and the subsequent ethnicization of a "public enemy"; 2) the shaping of civil rights movements for the promotion of anti-discrimination and social inclusion policies.
Knowledge and understanding:
The student will be able to investigate cultures, mentalities, places, which have forged the anthropometric and behavioral stereotypes that made a decisive contribution to the legitimization of racist and discriminatory policies as well as to deepen the paths of promotion of civil rights, related to the formation of new collective identities, such as youth protest movements, post-World War II cultural and social transformations, the phenomena of decolonization and the advent of intercultural society.
Applying knowledge and understanding:
The student will be able to analyze, by the means of oral and audiovisual sources, the social dynamics, on the border between the public and private spheres, which led to the overcoming of racist and discriminatory policies and to the shaping of a democratic, effective and supportive citizenship. Students are indeed actively involved in workshop-exercises based on the audiovisual repertoires (with the plurality of mediums available, from documentaries to cinema, from sound recordings to iconographic representations: films, photographs, oral histories).
Making judgements:
The student will be able to acquire a capacity for critical interpretation of reality, suited to challenge the dominant historical narratives, which were constructed around the mechanisms of the Nation building, by increasing instead the value of social change as a core dimension around which historical analysis and diagnosis of the contemporary world should be organized.
Communication skills:
The student will be able to get abilities and skills in order to express complex political and social situations by acquiring new communication skills.
Learning skills:
The student will be able to acquire: knowledge of the main dynamics of social change in western society since the second post-war period; autonomous and critical understanding of the mechanisms of the mediation and re-mediation of memory through the representative forms of collective imagination, which need to be considered in an alternative manner to the dominant national interpretations of the past.
|
3
|
M-STO/04
|
18
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910268 -
Laboratory of Reading of social reality through the reading of a narrative text
|
Also available in another semester or year
|
|
Università Roma Tre