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Course
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Credits
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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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22901800 -
SPECIAL DIDACTICS
(objectives)
The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.
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22901800-1 -
DIDATTICA SPECIALE
-
DE ANGELIS BARBARA
( syllabus)
The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.
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6
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M-PED/03
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36
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-
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-
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-
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Basic compulsory activities
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ITA |
22901800-2 -
DIDATTICA SPECIALE
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DE ANGELIS BARBARA
( syllabus)
The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.
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3
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M-PED/03
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18
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-
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-
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-
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Basic compulsory activities
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ITA |
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22901801 -
EXPERIMENTAL EDUCATION
(objectives)
THE OBJECTIVES OF THE COURSE ARE AS FOLLOWS:
- TO HAVE A CONCEPTUAL KNOWLEDGE THE BASIC CONCEPTS OF STRUMENTALISM;
- TO IDENTIFY DIFFERENCES BETWEEN COMMON SENSE PROPOSITIONS AND SCIENTIFIC INTERPRETATION;
- TO POSE WORDS AND CONCEPTS OF THE EDUCATIONAL FIELD TO A CRITICAL REVIEW;
- TO IDENTIFY THE KEY FORMS OF DEDUCTION AND INDUCTION;
- TO DEFINE PROBLEMS;
- TO FORMULATE HYPOTHESES;
- TO SET PATHWAYS FOR A CRITICAL REVIEW OF HYPOTHESES;
- TO IDENTIFY POSSIBLE SOLUTIONS TO THE PROBLEMS;
- TO MAKE DECISIONS:
- TO EVALUATE THE RISKS INVOLVED IN DECISION-MAKING;
- TO HAVE IN-DEPTH KNOWLEDGE OF THE THEORETICAL AND METHODOLOGICAL FRAMEWORK FOR THE EMPIRICAL RESEARCH;
- TO HAVE KNOWLEDGE OF THEORETICAL, METHODOLOGICAL, AND TECHNICAL FRAMEWORK FOR EDUCATIONAL EVALUATION AND ASSESSMENT.
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LOSITO BRUNO
( syllabus)
EDUCATION AND NATURE. EDUCATION AND EDUCATION. EDUCATIONAL DETERMINISM. THE SCHOOL AS A SPECIALISED INSTITUTION. ATTITUDES AND SCHOOL PERFORMANCE. VARIABLES INFLUENCING SCHOOL PERFORMANCE. MEASUREMENT AND EVALUATION OF SCHOOL PERFORMANCE. EDUCATIONAL RESEARCH. RESEARCH QUESTIONS, PROBLEMS AND HYPOTHESES. SURVEY MODELS. THE EXPERIMENTAL APPROACH. VARIABLES AND CONSTRUCTS. MEASURES AND SCALES. OBSERVATION. INTERVIEWS IN EDUCATIONAL RESEARCH. EXPERIMENTAL PEDAGOGY AND EDUCATIONAL SCIENCES.
( reference books)
B. VERTECCHI, LE PAROLE DELLA SCUOLA, MILANO, RSC-LA NUOVA ITALIA, 2002
B. VERTECCHI, G. AGRUSTI, B. LOSITO, ORIGINI E SVILUPPI DELLA RICERCA VALUTATIVA, MILANO, FRANCOANGELI, 2010
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6
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M-PED/04
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36
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-
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-
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-
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Basic compulsory activities
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ITA |
|
22901816 -
JUVENILE LEGISLATION
(objectives)
The course aims to provide an overview of sources of law to protect the child, both nationally and internationally, in order to ensure knowledge of the fundamental human rights and intervention in childhood to protect the rights of minors. It parses the regulations concerning the international and domestic adoption, foster care, laws intended to support the parental relationship, laws to protect family members from violence in family relationships, the laws on the distribution of public powers, on 'organization of support services to the person. It also analyzed the regulation of the juvenile justice process and the different forms of protection. The course will therefore provide the tools necessary knowledge to those who are prepared to act as binding support, promote and protect human subjects in education, at risk deviance.
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PENNISI SEBASTIANO
( syllabus)
LA CONDIZIONE GIURIDICA DEL MINORE. LA NORMATIVA, STRUMENTI ED ORGANI DI PROTEZIONE DEL MINORE. LE RELAZIONI FAMILIARI DEL MINORE. MINORE E SOCIETÀ. IL DIRITTO ALLA SALUTE. IL DIRITTO ALL’ISTRUZIONE, IL DIRITTO AL LAVORO. ADOZIONE E AFFIDAMENTO. DISAGIO, DISADATTAMENTO, DEVIANZA. IL PROCESSO PENALE MINORILE.
( reference books)
A. CARLO MORO – MANUALE DI DIRITTO MINORILE- ED. ZANICHELLI.
DISPENSE TRATTE DALLE LEZIONI.
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6
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IUS/09
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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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22901817 -
PROTECTION OF INDIVIDUAL FREEDOMS AND SOCIAL RIGHTS
(objectives)
IL CORSO HA PER OGGETTO, DA UN LATO, LO STUDIO DELLA CONDIZIONE GIURIDICA DEL MINORE QUALE PRESUPPOSTO ESSENZIALE ED IMPRESCINDIBILE AI FINI DELLA SUA TUTELA, IN AMBITO FAMILIARE E SOCIALE, DALL’ALTRO, LO STUDIO DEI FATTORI DI DEVIANZA E DEGLI INTERVENTI ISTITUZIONALI CORRETTIVI. LA SUA FIGURA, IN QUANTO SOGGETTO DI DIRITTO ALLA PROTEZIONE, È RILEVANTE ALL’INTERNO DELL’ANALISI DEGLI ASPETTI GIURIDICI E SOCIALI DA RIFERIRE ALLA TUTELA DELLA LIBERTÀ DI OGNI INDIVIDUO.
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BISCEGLIE VITO
( syllabus)
Individual freedoms and social rights in the context of constitutional rights. Fundamental rights in the European dimension. The protection of the health of weak subjects: the minors, the poor persons, the disabled, the foreigners and the prisoners.
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6
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IUS/09
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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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22901819 -
INFORMATICS AND MULTIMEDIA COMPUTER SKILLS
(objectives)
THE COURSE IS DESIGNED TO ACHIEVE THE FOLLOWING OBJECTIVES: SOFT APPROACH TO COMPUTER; RECOVERY OF PRACTICAL SENSE WHEN USING THE PC; UTILITY RELATIONSHIP WITH THE MACHINE.
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CARDINALI CRISTIANA
( syllabus)
THE COURSE INTRODUCES STUDENTS TO THE UNDERSTANDING AND USE OF THE PERSONAL COMPUTER AND THE MOST COMMON OFFICE AUTOMATION PROGRAMMES, SUCH AS WORD PROCESSOR, SPREADSHEET, COMPUTER FILES, PRESENTATION TOOLS.
( reference books)
- MANUALE PER IL CONSEGUIMENTO DELLA PATENTE EUROPEA DI GUIDA DEL COMPUTER (ECDL) SYLLABUS 5.0
- QUALSIASI EDIZIONE VALIDATA AICA – MOD. 1,2,3,4,5,6.
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MEZZINI MAURO
( syllabus)
THE COURSE INTRODUCES STUDENTS TO THE UNDERSTANDING AND USE OF THE PERSONAL COMPUTER AND THE MOST COMMON OFFICE AUTOMATION PROGRAMMES, SUCH AS WORD PROCESSOR, SPREADSHEET, COMPUTER FILES, PRESENTATION TOOLS.
( reference books)
- MANUALE PER IL CONSEGUIMENTO DELLA PATENTE EUROPEA DI GUIDA DEL COMPUTER (ECDL) SYLLABUS 5.0
- QUALSIASI EDIZIONE VALIDATA AICA – MOD. 1,2,3,4,5,6.
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6
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INF/01
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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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22901822 -
ETHICS AND PROFESSIONAL ETHICS
(objectives)
The education in group and help education.
The course has the finality of practcice the students of the complessity of the Ethic and professional deontology in comunity of groups.. The teacher examination the concept of respionssability and of empathy for the real communication . These Concepts are fondamental for the profession of professional educator of community and in general for the people wich work in Uman Science.
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RUSSO MARIA TERESA
( syllabus)
AIUTARE GLI STUDENTI PER EDUCARE IN COMUNITA’
( reference books)
C ROGERS , LA TERAPIA CENTRATA SUL CLIENTE , EDIZIONI MARTINELLI, VARIE EDIZIONI , C GIRELLI , COSTRUIRE IL GRUPPO , ED LA SCUOLA , 199 , CAMILLA BRIGANTI, LA COMUNICAZIONE COME RELAZIONE DI AIUTO , ED ARACNE , 2009. , B FELCINI , IO SONO UNA MELA INTERA , ED ARACNE 2010
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6
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M-FIL/03
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36
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-
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-
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-
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Basic compulsory activities
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ITA |
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22901823 -
SOCIAL AND CULTURAL ANTHROPOLOGY
(objectives)
To acquire the key concepts of anthropological research;
To develop a critical comparison on issues of globalization;
Raising awareness of the comparison with the cultural and social pluralism;
To emphasize the gender approach.
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POMPEO FRANCESCO
( syllabus)
THE COURSE, HELD IN THE FIRST SEMESTER, OFFERS A SURVEY OF THE THEMES AND PROBLEMS OF CULTURAL AND SOCIAL ANTHROPOLOGY, WITH PARTICULAR ATTENTION TO THE REALITIES OF GLOBALISATION. AFTER HAVING RETRACED SOME OF THE MAIN POINTS OF RESEARCH - THE CONCEPT OF CULTURE, THE OVERCOMING OF "RACE", RELATIVISM/ETHNOCENTRISM, ETHNIC IDENTITY, THE ANALYSIS OF THE HISTORICAL-SOCIAL PROCESSES OF CONTACT THAT LEAD FROM THE COLONIAL SITUATION TO THE CURRENT MIGRATORY REALITIES, TWO THEMATIC LINES WILL BE EXPLORED, THE FIRST DEDICATED TO THE PROBLEMS LINKED TO THE TRANSFORMATION IN A MULTICULTURAL SENSE OF URBAN CONTEXTS AND THE SECOND CONNECTED TO THE EXPERIENCE OF CONTEMPORARY BODIES, IN THEIR DUAL GUISE OF PRACTICES AND SYMBOLS.
( reference books)
MATERIALE DIDATTICO
PER 6 CFU
1) POMPEO, F., A CURA, 2012, ELEMENTI DI ANTROPOLOGIA CRITICA, ROMA, METI
2) POMPEO, F., A CURA, 2011, PIGNETO-BANGLATOWN. MIGRAZIONI E CONFLITTI DI CITTADINANZA IN UNA PERIFERIA STORICA ROMANA, ROMA, METI
3) FUSASCHI, M., 2013, CORPO NON SI NASCE, SI DIVENTA. ANTROPO-LOGICHE DI GENERE NELLA GLOBALIZZAZIONE, ROMA, CISU.
PER 9 CFU
AI PRECEDENTI TESTI OCCORRE AGGIUNGERE:
DANIELE U., 2013, QUESTO CAMPO FA SCHIFO. ETNOGRAFIA DELL’ADOLESCENZA ROM FRA PERIFERIE E SCENARI GLOBALI, ROMA, METI.
POMPEO F., A CURA, 2012, PAESAGGI DELL’ESCLUSIONE. POLITICHE DEGLI SPAZI, RE-INDIGENIZZAZIONE E ALTRE MALATTIE DEL TERRITORIO ROMANO, TORINO, UTET
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6
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M-DEA/01
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36
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-
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-
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-
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Basic compulsory activities
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ITA |
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22901827 -
PREVENTIVE, REHABILITATIVE AND SOCIAL MEDICINE
(objectives)
THE OBJECTIVES OF THE COURSE ARE: TO HAVE A GOOD KNOWLEDGE OF THE HYGIENE, OF THE PREVENTION OF THE MAIN INFECTIOUS AND SOCIAL DISEASES AND OF THE MAIN PROBLEMS RELATED TO THE SALUBRIOUSNESS OF THE ENVIRONMENT; TO HAVE A GOOD KNOWLEDGE OF THE MAIN MATTERS OF THE REHABILITATION.
-
PALAMARA GUIDO
( syllabus)
AFFRONTARE LE PRINCIPALE PROBLEMATICHE DELLA MEDICINA SOCIALE CON RIFERIMENTO ANCHE AI FONDAMENTI DELLA MEDICINA PREVENTIVA E RIABILITATIVA.
- AMBITO E DEFINIZIONE DELLA MEDICINA SOCIALE, DELLA MEDICINA PREVENTIVA E DELLA MEDICINA RIABILITATIVA:
- CONCETTO DI SALUTE
- IL BENE SALUTE E LA SUA TUTELA: ART. 32 DELLA COSTITUZIONE
- DEFINIZIONE DI MALATTIA.
- LA MALATTIA MENTALE. L’INFERMITÀ DI MENTE. LA PERICOLOSITÀ SOCIALE
- I TRATTAMENTI SANITARI VOLONTARI ED OBBLIGATORI
- GLI OSPEDALI PSICHIATRICI GIUDIZIARI, LE COMUNITÀ TERAPEUTICHE I SERT
- SOSTANZE STUPEFACENTI ED ALCOOL: PROBLEMATICHE MEDICO SOCIALI
- LA MEDICINA LEGALE DELLA SICUREZZA SOCIALE: LA TUTELA DEGLI INVALIDI
- MATERNITÀ RESPONSABILE ED ABORTO: PROBLEMATICHE MEDICO-SOCIALI E MEDICO LEGALI
- LE MALATTIE OCCUPAZIONALI E LA MEDICINA DEL LAVORO
- IL NESSO DI CAUSALITÀ NELLE MALATTIE OCCUPAZIONALI
- I FATTORI DI RISCHIO PSICO-SOCIALI: LO STRESS
- STRESS LAVORATIVO E BURN OUT
- MOBBING
- LA SICUREZZA SUL LAVORO
( reference books)
OLTRE LE SLIDES E LE DISPENSE, GLI STUDENTI IMMATRICOLATI NEGLI ANNI ACCADEMICI ANTECEDENTI ALL'A.A. 2011/2012, DOVRANNO INTEGRARE LA LORO PREPARAZIONE CON LO STUDIO DI UNO DEI SEGUENTI TESTI RIGUARDANTI L’APPROFONDIMENTO DI TEMATICHE SPECIFICHE SVOLTE A LEZIONE.
LA SALUTE DELLE COLLETTIVITÀ
- EUDES LANCIOTTI, IGIENE – MEDICINA SOCIALE E DI COMUNITÀ, MCGRAW HILL, 2011
- GIUSEPPE ARMOCIDA, GIOVANNI RULLI, RENATO SOMA – MEDICINA DELLE COMUNITÀ – CONTROLLO E DIFESA DELL’AMBIENTE, SALUTE DELLE COLLETTIVITÀ, MASSON, 2002
LA TUTELA DEL BENE SALUTE: ART. 32 DELLA COSTITUZIONE
- MARCO LAI, DIRITTO DELLA SALITE E DELLA SICUREZZA SUL LAVORO, GIAPPICHELLI, 2010
- LORENZA CHIEFFI, LA TUTELA DELLA SALUTE DEGLI IMMIGRATI IRREGOLARI, IN DIRITTI UMANI DEGLI IMMIGRATI, EDITORIALE SCIENTIFICA, 2010
- MARCO ROSSETTI, IL DANNO ALLA SALUTE, CEDAM, 2009 (LIMITATAMENTE AI CAPITOLI 1-2-4-5-6-7-8-9-10)
PROBLEMATICHE OCCUPAZIONALI
- G. SPRINI “MOBBING: FENOMENOLOGIA, CONSEGUENZE ED IPOTESI DI PREVENZIONE“, 2004, F. ANGELI
- J. BENJAMIN STORA “LO STRESS“, 2004, CAROCCI
- F. PELLEGRINO “LA SINDROME DEL BURN OUT“, 2000, CENTRO SCIENTIFICO EDITORE
- R. CAPORALE, M. BISCEGLIE, “L’IPOACUSIA DA RUMORE IN AMBITO INAIL“, TERZA EDIZIONE, 2003. CONSULTABILE IN PDF DAL SITO INAIL.
- ISPESL, “LA VALUTAZIONE E GESTIONE DELLO STRESS LAVORO CORRELATO. APPROCCIO INTEGRATO SECONDO IL MODELLO MANAGEMENT STANDARD HSE CONTESTUALIZZATO ALLA LUCE DEL D.LGS. 81/08 S.M.I.”, MAGGIO 2010. CONSULTABILE ONLINE SUL SITO DELL’ISPESL.
LA TUTELA DEGLI INVALIDI
- GIULIO CIMAGLIA E ANTONELLA COVATTA, L’INVALIDITÀ CIVILE E LA TUTELA DELLA DISABILITÀ, GIUFFRÈ, 2009
- VELIA VADALÀ, LA TUTELA DELLA DISABILITÀ, GIUFFRÈ, 2009
LE TOSSICODIPENDENZE E L’ALCOLISMO
- CONSOLI E BENNARDO, “DIAGNOSI E VALUTAZIONE NELLE TOSSICODIPENDENZE E NELL’ALCOLISMO”, II° EDIZIONE, CENTRO SCIENTIFICO EDITORE
MATERNITÀ RESPONSABILE ED ABORTO
- GIAMBATTISTA SCIRÈ, L’ABORTO IN ITALIA. STORIA DI UNA LEGGE, MONDADORI, 2011
- FRANCESCO GRANDE, L’INTERRUZIONE VOLONTARIA DELLA GRAVIDANZA, IN TRATTATO DEI NUOVI DIRITTI, CEDAM, 2011
- MAURO ARCANGELI, TOMMASO FEOLA, PAOLA FRATI, INTERRUZIONE VOLONTARIA DI GRAVIDANZA. LEGGE 194/1978: ASPETTI APPLICATIVI E PROBLEMATICHE MEDICO-LEGALI. RIFLESSIONI SU UNA RICERCA TERRITORIALE, MINERVA MEDICA, 2002
-
IECHER FABRIZIO
( syllabus)
AFFRONTARE LE PRINCIPALE PROBLEMATICHE DELLA MEDICINA SOCIALE CON RIFERIMENTO ANCHE AI FONDAMENTI DELLA MEDICINA PREVENTIVA E RIABILITATIVA.
- AMBITO E DEFINIZIONE DELLA MEDICINA SOCIALE, DELLA MEDICINA PREVENTIVA E DELLA MEDICINA RIABILITATIVA:
- CONCETTO DI SALUTE
- IL BENE SALUTE E LA SUA TUTELA: ART. 32 DELLA COSTITUZIONE
- DEFINIZIONE DI MALATTIA.
- LA MALATTIA MENTALE. L’INFERMITÀ DI MENTE. LA PERICOLOSITÀ SOCIALE
- I TRATTAMENTI SANITARI VOLONTARI ED OBBLIGATORI
- GLI OSPEDALI PSICHIATRICI GIUDIZIARI, LE COMUNITÀ TERAPEUTICHE I SERT
- SOSTANZE STUPEFACENTI ED ALCOOL: PROBLEMATICHE MEDICO SOCIALI
- LA MEDICINA LEGALE DELLA SICUREZZA SOCIALE: LA TUTELA DEGLI INVALIDI
- MATERNITÀ RESPONSABILE ED ABORTO: PROBLEMATICHE MEDICO-SOCIALI E MEDICO LEGALI
- LE MALATTIE OCCUPAZIONALI E LA MEDICINA DEL LAVORO
- IL NESSO DI CAUSALITÀ NELLE MALATTIE OCCUPAZIONALI
- I FATTORI DI RISCHIO PSICO-SOCIALI: LO STRESS
- STRESS LAVORATIVO E BURN OUT
- MOBBING
- LA SICUREZZA SUL LAVORO
( reference books)
OLTRE LE SLIDES E LE DISPENSE, GLI STUDENTI IMMATRICOLATI NEGLI ANNI ACCADEMICI ANTECEDENTI ALL'A.A. 2011/2012, DOVRANNO INTEGRARE LA LORO PREPARAZIONE CON LO STUDIO DI UNO DEI SEGUENTI TESTI RIGUARDANTI L’APPROFONDIMENTO DI TEMATICHE SPECIFICHE SVOLTE A LEZIONE.
LA SALUTE DELLE COLLETTIVITÀ
- EUDES LANCIOTTI, IGIENE – MEDICINA SOCIALE E DI COMUNITÀ, MCGRAW HILL, 2011
- GIUSEPPE ARMOCIDA, GIOVANNI RULLI, RENATO SOMA – MEDICINA DELLE COMUNITÀ – CONTROLLO E DIFESA DELL’AMBIENTE, SALUTE DELLE COLLETTIVITÀ, MASSON, 2002
LA TUTELA DEL BENE SALUTE: ART. 32 DELLA COSTITUZIONE
- MARCO LAI, DIRITTO DELLA SALITE E DELLA SICUREZZA SUL LAVORO, GIAPPICHELLI, 2010
- LORENZA CHIEFFI, LA TUTELA DELLA SALUTE DEGLI IMMIGRATI IRREGOLARI, IN DIRITTI UMANI DEGLI IMMIGRATI, EDITORIALE SCIENTIFICA, 2010
- MARCO ROSSETTI, IL DANNO ALLA SALUTE, CEDAM, 2009 (LIMITATAMENTE AI CAPITOLI 1-2-4-5-6-7-8-9-10)
PROBLEMATICHE OCCUPAZIONALI
- G. SPRINI “MOBBING: FENOMENOLOGIA, CONSEGUENZE ED IPOTESI DI PREVENZIONE“, 2004, F. ANGELI
- J. BENJAMIN STORA “LO STRESS“, 2004, CAROCCI
- F. PELLEGRINO “LA SINDROME DEL BURN OUT“, 2000, CENTRO SCIENTIFICO EDITORE
- R. CAPORALE, M. BISCEGLIE, “L’IPOACUSIA DA RUMORE IN AMBITO INAIL“, TERZA EDIZIONE, 2003. CONSULTABILE IN PDF DAL SITO INAIL.
- ISPESL, “LA VALUTAZIONE E GESTIONE DELLO STRESS LAVORO CORRELATO. APPROCCIO INTEGRATO SECONDO IL MODELLO MANAGEMENT STANDARD HSE CONTESTUALIZZATO ALLA LUCE DEL D.LGS. 81/08 S.M.I.”, MAGGIO 2010. CONSULTABILE ONLINE SUL SITO DELL’ISPESL.
LA TUTELA DEGLI INVALIDI
- GIULIO CIMAGLIA E ANTONELLA COVATTA, L’INVALIDITÀ CIVILE E LA TUTELA DELLA DISABILITÀ, GIUFFRÈ, 2009
- VELIA VADALÀ, LA TUTELA DELLA DISABILITÀ, GIUFFRÈ, 2009
LE TOSSICODIPENDENZE E L’ALCOLISMO
- CONSOLI E BENNARDO, “DIAGNOSI E VALUTAZIONE NELLE TOSSICODIPENDENZE E NELL’ALCOLISMO”, II° EDIZIONE, CENTRO SCIENTIFICO EDITORE
MATERNITÀ RESPONSABILE ED ABORTO
- GIAMBATTISTA SCIRÈ, L’ABORTO IN ITALIA. STORIA DI UNA LEGGE, MONDADORI, 2011
- FRANCESCO GRANDE, L’INTERRUZIONE VOLONTARIA DELLA GRAVIDANZA, IN TRATTATO DEI NUOVI DIRITTI, CEDAM, 2011
- MAURO ARCANGELI, TOMMASO FEOLA, PAOLA FRATI, INTERRUZIONE VOLONTARIA DI GRAVIDANZA. LEGGE 194/1978: ASPETTI APPLICATIVI E PROBLEMATICHE MEDICO-LEGALI. RIFLESSIONI SU UNA RICERCA TERRITORIALE, MINERVA MEDICA, 2002
|
6
|
MED/42
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22901830 -
PHILOSOPHY OF EDUCATION
(objectives)
THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.
|
|
|
22901830-1 -
FILOSOFIA DELL'EDUCAZIONE
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901830-2 -
FILOSOFIA DELL'EDUCAZIONE
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901831 -
PHILOSOPHY OF EDUCATION - BASIC COURSE
(objectives)
THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.
-
IMPARA PAOLO
( syllabus)
L’OPERA DI EDGAR MORIN PUÒ ESSERE COLTA NEI SUOI ASPETTI PEDAGOGICI, SE NE DEDUCIAMO LE IMPLICAZIONI IN AMBITO EDUCATIVO, LEGGENDOLA IN RIFERIMENTO ALLA SUA IDEA DI PERSONA ED AL VALORE CHE È ATTRIBUITO AL RAPPORTO CON L’ALTRO. IL FINE È QUELLO DI RIUSCIRE AD INTERPRETARE LA CONDIZIONE UMANA DELLA RELAZIONE COME CONDIZIONE DI MATURAZIONE E CRESCITA ETICO-SOCIALE. IN TALE PROSPETTIVA, IL SOGGETTO SI FA PERSONA, DA COMPRENDERE NEL SUO NARRARSI E COSTITUIRSI NEL TEMPO IN RELAZIONE CON L’ALTRO, PER MODO CHE IL RAPPORTO EDUCATIVO SIA CONNOTATO E REGOLATO NON SOLO DALLE DINAMICHE DELLE RELAZIONI E DEL DIALOGO, MA DALL’ETICITÀ STESSA, COSÌ CHE ETICA E FORMAZIONE RISULTINO INTRINSECAMENTE INTERCONNESSE.
( reference books)
TESTI CONSIGLIATI:
- MORIN E., I SETTE SAPERE NECESSARI ALL’EDUCAZIONE DEL FUTURO, RAFFAELLO CORTINA EDITORE
- IMPARA P., LA PROGETTUALITÀ PEDAGOGICA NELLA CONTINUITÀ EDUCATIVA, ARMANDO CURCIO 2011.
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901832 -
PHILOSOPHY OF EDUCATION - ADDITIONAL COURSE
(objectives)
THE CONCEPT OF EDUCATIONAL CONTINUITY IS MADE FOR REALIZING THE CONTEST OF THE CONTEMPORARY EDUCATIONAL THOUGHT. NEW EDUCATIONAL GUIDELINES REQUIRE A PHILOSOPHICAL REMARK ABOUT THE ADJUSTMENT OF THE CONCEPTUAL AND OPERATIONAL MEANS THAT HELP TO UNDERSTAND THE RELATIONSHIP BETWEEN EDUCATION AND EXPERIENCE.
The objective of the course is the knowledge about the Dewey’s pedagogical thought and about “the progressive” American education. The course offers the metareflexive and educational training and the experimentation of “practical reasons” methods in educational context.
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IMPARA PAOLO
( syllabus)
L’OPERA DI EDGAR MORIN PUÒ ESSERE COLTA NEI SUOI ASPETTI PEDAGOGICI, SE NE DEDUCIAMO LE IMPLICAZIONI IN AMBITO EDUCATIVO, LEGGENDOLA IN RIFERIMENTO ALLA SUA IDEA DI PERSONA ED AL VALORE CHE È ATTRIBUITO AL RAPPORTO CON L’ALTRO. IL FINE È QUELLO DI RIUSCIRE AD INTERPRETARE LA CONDIZIONE UMANA DELLA RELAZIONE COME CONDIZIONE DI MATURAZIONE E CRESCITA ETICO-SOCIALE. IN TALE PROSPETTIVA, IL SOGGETTO SI FA PERSONA, DA COMPRENDERE NEL SUO NARRARSI E COSTITUIRSI NEL TEMPO IN RELAZIONE CON L’ALTRO, PER MODO CHE IL RAPPORTO EDUCATIVO SIA CONNOTATO E REGOLATO NON SOLO DALLE DINAMICHE DELLE RELAZIONI E DEL DIALOGO, MA DALL’ETICITÀ STESSA, COSÌ CHE ETICA E FORMAZIONE RISULTINO INTRINSECAMENTE INTERCONNESSE.
( reference books)
TESTI CONSIGLIATI:
- MORIN E., I SETTE SAPERE NECESSARI ALL’EDUCAZIONE DEL FUTURO, RAFFAELLO CORTINA EDITORE
- IMPARA P., LA PROGETTUALITÀ PEDAGOGICA NELLA CONTINUITÀ EDUCATIVA, ARMANDO CURCIO 2011.
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3
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M-PED/01
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18
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Basic compulsory activities
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ITA |
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22901833 -
EDUCATION FOR NEUROSCIENCE
(objectives)
INTEGRATION OF DIFFERENT SCIENTIFIC KNOWLEDGE - NEUROLOGICAL, NEUROPSYCHOLOGICAL, PSYCHODYNAMIC, DEVELOPMENTAL, COMMUNICATIONAL - WITH SCIENTIFIC CONTENTS INFORMING ON THE MODELS OF MIND AND OF INTELLIGENCE, WITH INNOVATIVE ASPECTS OF PRESENT PEDAGOGICAL RESEARCH. ANALYSIS OF MEANINGS AND OF DYNAMIC INTERACTIONS IN HUMAN COMMUNICATION; THE COMPETENCES NEEDED WHILE READING AND RE-NARRATING SELF: THE AUTOBIOGRAPHICAL, BIOGRAPHICAL AND SOCIO-BIOGRAPHICAL NARRATION. PERCEPTION, ORGANIZATION AND USABILITY OF KNOWLEDGE WITHIN PRESENT CHANGES.
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22901833-1 -
PEDAGOGIA DELLE NEUROSCIENZE
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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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-
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Basic compulsory activities
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ITA |
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22901833-2 -
PEDAGOGIA DELLE NEUROSCIENZE
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3
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M-PED/01
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18
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-
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-
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-
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Basic compulsory activities
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ITA |
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22901834 -
EDUCATION FOR NEUROSCIENCE - BASIC COURSE
(objectives)
Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.
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PICCIONE VINCENZO ANTONIO
( syllabus)
Definizione e caratterizzazione specifica, dal punto di vista psicopedagogico, dei sistemi neurologici e cerebrali impegnati nei processi associativi e rappresentativi del pensiero, nei processi elaborativi delle conoscenze, di ragionamento e dell’apprendimento, nei processi mentali di individuazione e attribuzione dei significati, nell’uso delle forme consce della memoria, nella elaborazione delle esperienze sociali, nei processi di mediazione di emozioni, motivazioni e comportamenti diretti a scopi specifici.
( reference books)
Bonici F., Promuovere l''intersoggettività: esperienze a confronto nel lavoro con gli autismi, Aemme, Roma 2013
D’Ippolito A., La sindrome depressiva. La narrazione come terapia, Aemme, Roma 2012
Iovino A., Il cammino dell’adozione. Significato e qualità del legame fra genitore e figlio, Aemme, Roma 2013
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6
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M-PED/01
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36
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Basic compulsory activities
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ITA |
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22901835 -
EDUCATION FOR NEUROSCIENCE - ADDITIONAL COURSE
(objectives)
Integration of different scientific knowledge - neurological, neuropsychological, psychodynamic, developmental, communicational - with scientific contents informing on the models of mind and of intelligence, with innovative aspects of present pedagogical research. Analysis of meanings and of dynamic interactions in human communication; the competences needed while reading and re-narrating self: the autobiographical, biographical and socio-biographical narration. Perception, organization and usability of knowledge within present changes.
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3
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M-PED/01
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18
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-
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Basic compulsory activities
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ITA |
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22901842 -
TRAINING
(objectives)
THE COURSE IDENTIFIES AND ELABORATES EDUCATIONAL PROJECTS ABOUT TWO DIFFERENT TYPES: ONE APPROPRIATE FOR THE STUDENT ENGAGED ON HIS/HER FORMATIVE EXPERIENCE AT PERSON SERVICES WITH WHICH THE DEGREE COURSE IS BOUND BY A CONVENTIONS SYSTEM; THE OTHER TYPICAL FOR THE PROFESSION WHERE STRATEGIC AND METHODOLOGICAL KNOWLEDGE ARE INVOLVED TO BUILD EDUCATIONAL AND OPERATIVE CAPABILITIES TO EXPLOIT IN SPECIFIC PATHOLOGICAL AND PSYCOPATHOLOGICAL OCCURRENCIES. THE SUPERVISION IS FUNDAMENTAL AND OPERATIVE STRATEGY WITHIN THE LEARNING PROCESS EXPERIENCED BY THE STUDENT.
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DE ANGELIS DANIELE
( syllabus)
- LA PROFESSIONE DI EDUCATORE NELLA SOCIETÀ CONTEMPORANEA;
- LINEE D’INDIRIZZO TEORICO, D’ORIENTAMENTO E METODOLOGICO DELL’ATTIVITÀ DI TIROCINIO COME FORMAZIONE SUL CAMPO DEL RELATIVO PROFILO PROFESSIONALE;
- ANALISI STORICA E SOCIALE DEI SERVIZI SOCIO-EDUCATIVI E SOCIO-SANITARI COME SEDI DI FORMAZIONE PROFESSIONALIZZANTE;
- ATTIVITÀ DI SUPERVISIONE FORMATIVA SULLE ESPERIENZE FORMATIVE DI TIROCINIO PER L’ACQUISIZIONE DI COMPETENZE PROFESSIONALI SPECIFICHE;
- METODI E TECNICHE DEL LAVORO DI GRUPPO COME STRATEGIE FORMATIVE DI UNA PROFESSIONE A RILEVANTE VALENZA SOCIALE.
( reference books)
1) OCCULTO R., IL LAVORO DI EDUCATORE. FORMAZIONE, METODOLOGIA, NUOVI SCENARI SOCIALI, CAROCCI FABER, ROMA 2007;
2) CHIARLE PREVER F., PIDELLO M., RONDA L. (A CURA DI) LA RESPONSABILITÀ DELL’EDUCATORE PROFESSIONALE. ETICA E PRASSI DEL LAVORO SOCIO-EDUCATIVO, CAROCCI FABER, ROMA 2002;
3) FRABBONI F., PINTO MINERVA F., MANUALE DI PEDAGOGICA GENERALE, EDIZ. LATERZA, BARI 2000;
4) DE MONTICELLI R., LA FENOMENOLOGIA COME METODO DI RICERCA FILOSOFICA E LA SUA ATTUALITÀ, GUERINI E ASSOCIATI, MILANO 2003.
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12
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-
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Other activities
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ITA |
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22901843 -
HISTORY OF ANCIENT PHILOSOPHY
(objectives)
THE MOST IMPORTANT PURPOSES OF THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES ARE A GAINING OF THE BASIC PHILOSOPHICAL GLOSSARY, IN ITS HISTORICAL DIMENSION INSIDE THE PHILOSOPHICAL REFLECTION AND ITS DEVELOPMENT IN WESTERN CULTURE.
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DOCENTE CONTRATTO
( syllabus)
TESO IN PARTICOLARE A DIMOSTRARE L’INCONSISTENZA DALLA PRASSI EDUCATIVA DEI SOFISTI, L’APOLOGIA DI SOCRATE È UN’OPERA DI PLATONE DEDICATA AL TEMA DELL’INSEGNABILITÀ DELLA VIRTÙ. IN CHE SENSO IL SAPERE È VENDIBILE? PERCHÉ QUESTO SAPERE MERITA DI ESSERE ACQUISTATO? QUESTE DOMANDE SONO COMPLESSE: COME OSSERVA SOCRATE, IL RISCHIO NELL'ACQUISTO DEGLI INSEGNAMENTI È MOLTO PIÙ GRANDE CHE IN QUELLO DEL CIBO. IL CIBO È UNA COSA CON CUI SI HA UN RAPPORTO, MOLTO INTIMO, DI INCORPORAZIONE: MA I CIBI SI POSSONO PORTARE A CASA IN UN RECIPIENTE E ANALIZZARE, MENTRE LE COGNIZIONI DEVONO ESSERE MESSE ALLA PROVA SU SÉ STESSI, NELLA PROPRIA ANIMA. CON UN VANTAGGIO O UN DANNO IRREVERSIBILE: CONOSCERE SIGNIFICA CAMBIARE, IN UN SENSO "LINEARE" E IRREVOCABILE, E NON SEMPLICEMENTE SODDISFARE UN BISOGNO CHE SI PRESENTA CICLICAMENTE E CHE DEVE ESSERE COMPENSATO PER MANTENERCI IN VITA. PER QUESTO, LE COGNIZIONI NON POSSONO ESSERE VALUTATE COME SE FOSSERO COSE.
( reference books)
- PLATONE, APOLOGIA DI SOCRATE, QUALSIASI EDIZIONE
- IMPARA P., PENSIERO E LINGUAGGIO NELLA INIZIALITÀ EDUCATIVA, MONDADORI 2010.
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6
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M-FIL/07
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36
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Related or supplementary learning activities
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ITA |
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22902177 -
PSYCHOMOTOR EDUCATION
(objectives)
How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.
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22902177-2 -
EDUCAZIONE PSICOMOTORIA
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3
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M-PED/01
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18
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-
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-
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-
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Basic compulsory activities
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ITA |
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22902177-1 -
EDUCAZIONE PSICOMOTORIA
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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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Basic compulsory activities
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ITA |
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22902178 -
GENERAL PSYCHOPATHOLOGY
(objectives)
IL CORSO SI PREFIGGE DI FAR COMPRENDERE AGLI STUDENTI QUELLI CHE SONO I DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA E LE CONDIZIONI CHE NÉ DETERMINANO L’INSORGENZA. VIENE DATO ALL’INTERNO DEL CORSO ANCHE UN ACCENNO ALLE PROBLEMATICHE PSICOPATOLOGICHE NELL’AMBITO DEGLI ISTITUTI PENITENZIARI. OBIETTIVI FORMATIVI: POTENZIAMENTO DELLA CONSAPEVOLEZZA; SVILUPPO DELLA CAPACITÀ DI OSSERVAZIONE; PROMOZIONE DELLA CONSAPEVOLEZZA DELLA DIVERSITÀ E DELLA RICCHEZZA IN AMBITO RELAZIONALE; ATTIVAZIONE DELLE CAPACITÀ DI ANALISI DEI DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA; INCREMENTO DEL DESIDERIO DI SPERIMENTAZIONE E DI RICERCA; PROMOZIONE DELLA CAPACITÀ DI UTILIZZARE GLI APPRENDIMENTI E LE ABILITÀ CONSEGUITE IN ALTRI CAMPI.
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22902178-1 -
PSICOPATOLOGIA GENERALE
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6
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MED/25
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36
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-
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Core compulsory activities
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ITA |
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22902178-2 -
PSICOPATOLOGIA GENERALE
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3
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MED/25
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18
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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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22902179 -
GENERAL PSYCHOPATHOLOGY - BASIC COURSE
(objectives)
IL CORSO SI PREFIGGE DI FAR COMPRENDERE AGLI STUDENTI QUELLI CHE SONO I DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA E LE CONDIZIONI CHE NÉ DETERMINANO L’INSORGENZA. VIENE DATO ALL’INTERNO DEL CORSO ANCHE UN ACCENNO ALLE PROBLEMATICHE PSICOPATOLOGICHE NELL’AMBITO DEGLI ISTITUTI PENITENZIARI. OBIETTIVI FORMATIVI: POTENZIAMENTO DELLA CONSAPEVOLEZZA; SVILUPPO DELLA CAPACITÀ DI OSSERVAZIONE; PROMOZIONE DELLA CONSAPEVOLEZZA DELLA DIVERSITÀ E DELLA RICCHEZZA IN AMBITO RELAZIONALE; ATTIVAZIONE DELLE CAPACITÀ DI ANALISI DEI DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA; INCREMENTO DEL DESIDERIO DI SPERIMENTAZIONE E DI RICERCA; PROMOZIONE DELLA CAPACITÀ DI UTILIZZARE GLI APPRENDIMENTI E LE ABILITÀ CONSEGUITE IN ALTRI CAMPI.
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6
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MED/25
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36
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Core compulsory activities
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ITA |
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22902180 -
GENERAL PSYCHOPATHOLOGY - ADDITIONAL COURSE
(objectives)
IL CORSO SI PREFIGGE DI FAR COMPRENDERE AGLI STUDENTI QUELLI CHE SONO I DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA E LE CONDIZIONI CHE NÉ DETERMINANO L’INSORGENZA. VIENE DATO ALL’INTERNO DEL CORSO ANCHE UN ACCENNO ALLE PROBLEMATICHE PSICOPATOLOGICHE NELL’AMBITO DEGLI ISTITUTI PENITENZIARI. OBIETTIVI FORMATIVI: POTENZIAMENTO DELLA CONSAPEVOLEZZA; SVILUPPO DELLA CAPACITÀ DI OSSERVAZIONE; PROMOZIONE DELLA CONSAPEVOLEZZA DELLA DIVERSITÀ E DELLA RICCHEZZA IN AMBITO RELAZIONALE; ATTIVAZIONE DELLE CAPACITÀ DI ANALISI DEI DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA; INCREMENTO DEL DESIDERIO DI SPERIMENTAZIONE E DI RICERCA; PROMOZIONE DELLA CAPACITÀ DI UTILIZZARE GLI APPRENDIMENTI E LE ABILITÀ CONSEGUITE IN ALTRI CAMPI.
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3
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MED/25
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18
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-
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-
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Core compulsory activities
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ITA |
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22902181 -
CHILD NEUROPSYCHIATRY
(objectives)
OBIETTIVI SPECIFICI DELLA DISCIPLINA SONO LA DEFINIZIONE, LA CARATTERIZZAZIONE, L’APPROFONDIMENTO DEL SIGNIFICATO, DELLE CARATTERISTICHE E DEI COMPORTAMENTI DA RIFERIRE ALLE PATOLOGIE DELL’INFANZIA E DELL’ADOLESCENZA. INOLTRE: LEGGERE, ANALIZZARE E COMPRENDERE LE IMPLICAZIONI CHE I COMPORTAMENTI DETERMINATI DALLE PATOLOGIE DERIVANO A LIVELLO EDUCATIVO IN MODO TALE DA RENDERE POSSIBILE UNA PROSPETTIVA FORMATIVA IMPEGNATA A MIGLIORARE LA QUALITÀ DELLA VITA DEGLI UTENTI E CONSENTIRE LORO DI DARE IL MEGLIO POSSIBILE DI LORO STESSI.
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22902181-1 -
NEUROPSICHIATRIA INFANTILE
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VILLANOVA MATTEO
( syllabus)
Territorial intervention and primary prevention in developmental age and adolescence.
Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet.
Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model.
Aggression, the psychic and ego functions, and the defense mechanisms
of the ego.
The first approach to discomfort and mismatch in developmental age and in
Adolescence.
Childhood depression. Childhood psychoses and Pervasive Developmental Disorders.
Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of
Personality.
Oppositional-provocative Disorder and Conduct Disorder. Suicide in age
evolutionary. DOC.
Language Disorders. Specific learning disabilities. Mental delay.
Epileptic syndromes. Infant paralysis. Biological, gender, role,
sexual.
Parenting, shared and joint custody, separation, adoption.
Child maltreatment: emotional, physical, mental, sexual, pathology of care.
Victimology and Child psycho-traumatology. Less Author and Victim of Crime.
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6
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MED/39
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36
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Core compulsory activities
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ITA |
22902181-2 -
NEUROPSICHIATRIA INFANTILE
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VILLANOVA MATTEO
( syllabus)
Territorial intervention and primary prevention in developmental age and adolescence.
Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet.
Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model.
Aggression, the psychic and ego functions, and the defense mechanisms
of the ego.
The first approach to discomfort and mismatch in developmental age and in
Adolescence.
Childhood depression. Childhood psychoses and Pervasive Developmental Disorders.
Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of
Personality.
Oppositional-provocative Disorder and Conduct Disorder. Suicide in age
evolutionary. DOC.
Language Disorders. Specific learning disabilities. Mental delay.
Epileptic syndromes. Infant paralysis. Biological, gender, role,
sexual.
Parenting, shared and joint custody, separation, adoption.
Child maltreatment: emotional, physical, mental, sexual, pathology of care.
Victimology and Child psycho-traumatology. Less Author and Victim of Crime.
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3
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MED/39
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18
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-
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-
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Core compulsory activities
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ITA |
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22902182 -
CHILD NEUROPSYCHIATRY - BASIC COURSE
(objectives)
OBIETTIVI SPECIFICI DELLA DISCIPLINA SONO LA DEFINIZIONE, LA CARATTERIZZAZIONE, L’APPROFONDIMENTO DEL SIGNIFICATO, DELLE CARATTERISTICHE E DEI COMPORTAMENTI DA RIFERIRE ALLE PATOLOGIE DELL’INFANZIA E DELL’ADOLESCENZA. INOLTRE: LEGGERE, ANALIZZARE E COMPRENDERE LE IMPLICAZIONI CHE I COMPORTAMENTI DETERMINATI DALLE PATOLOGIE DERIVANO A LIVELLO EDUCATIVO IN MODO TALE DA RENDERE POSSIBILE UNA PROSPETTIVA FORMATIVA IMPEGNATA A MIGLIORARE LA QUALITÀ DELLA VITA DEGLI UTENTI E CONSENTIRE LORO DI DARE IL MEGLIO POSSIBILE DI LORO STESSI.
-
VILLANOVA MATTEO
( syllabus)
Territorial intervention and primary prevention in developmental age and adolescence.
Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet.
Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model.
Aggression, the psychic and ego functions, and the defense mechanisms
of the ego.
The first approach to discomfort and mismatch in developmental age and in
Adolescence.
Childhood depression. Childhood psychoses and Pervasive Developmental Disorders.
Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of
Personality.
Oppositional-provocative Disorder and Conduct Disorder. Suicide in age
evolutionary. DOC.
Language Disorders. Specific learning disabilities. Mental delay.
Epileptic syndromes. Infant paralysis. Biological, gender, role,
sexual.
Parenting, shared and joint custody, separation, adoption.
Child maltreatment: emotional, physical, mental, sexual, pathology of care.
Victimology and Child psycho-traumatology. Less Author and Victim of Crime.
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6
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MED/39
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36
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-
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Core compulsory activities
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ITA |
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22902183 -
CHILD NEUROPSYCHIATRY - ADDITIONAL COURSE
(objectives)
OBIETTIVI SPECIFICI DELLA DISCIPLINA SONO LA DEFINIZIONE, LA CARATTERIZZAZIONE, L’APPROFONDIMENTO DEL SIGNIFICATO, DELLE CARATTERISTICHE E DEI COMPORTAMENTI DA RIFERIRE ALLE PATOLOGIE DELL’INFANZIA E DELL’ADOLESCENZA. INOLTRE: LEGGERE, ANALIZZARE E COMPRENDERE LE IMPLICAZIONI CHE I COMPORTAMENTI DETERMINATI DALLE PATOLOGIE DERIVANO A LIVELLO EDUCATIVO IN MODO TALE DA RENDERE POSSIBILE UNA PROSPETTIVA FORMATIVA IMPEGNATA A MIGLIORARE LA QUALITÀ DELLA VITA DEGLI UTENTI E CONSENTIRE LORO DI DARE IL MEGLIO POSSIBILE DI LORO STESSI.
-
VILLANOVA MATTEO
( syllabus)
Territorial intervention and primary prevention in developmental age and adolescence.
Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet.
Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model.
Aggression, the psychic and ego functions, and the defense mechanisms
of the ego.
The first approach to discomfort and mismatch in developmental age and in
Adolescence.
Childhood depression. Childhood psychoses and Pervasive Developmental Disorders.
Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of
Personality.
Oppositional-provocative Disorder and Conduct Disorder. Suicide in age
evolutionary. DOC.
Language Disorders. Specific learning disabilities. Mental delay.
Epileptic syndromes. Infant paralysis. Biological, gender, role,
sexual.
Parenting, shared and joint custody, separation, adoption.
Child maltreatment: emotional, physical, mental, sexual, pathology of care.
Victimology and Child psycho-traumatology. Less Author and Victim of Crime.
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3
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MED/39
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18
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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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22902185 -
TRAINING AND EDUCATIONAL APPLICABILITY
(objectives)
Use the training intervention for the reduction of social risk and distress, for the professional, social and cultural integration of subjects at risk, using appropriate methods and strategies. Methods and strategies to enhance the educational opportunities for the development of individuals and groups.
-
SANTARONE DONATO
( syllabus)
COMPRENDERE LA NOZIONE DI FORMAZIONE IN RELAZIONE ALL’EDUCAZIONE DEGLI ADULTI.
DEFINIRE I BISOGNI FORMATIVI DEI LAVORATORI E L’EDUCAZIONE PERMANENTE.
APPROFONDIRE ALCUNE ESPERIENZE FORMATIVE NELL’AMBITO DELLA FORMAZIONE DEI LAVORATORI, DEGLI IMMIGRATI, DEI GIOVANI CON BASSI LIVELLI DI SCOLARITÀ.
DEFINIRE ALCUNI TEMI DELLA PROSPETTIVA EDUCATIVA GRAMSCIANA: EGEMONIA E PEDAGOGIA, IL RAPPORTO TRA PEDAGOGIA E POLITICA, LE STRUTTURE MATERIALI DELL’IDEOLOGIA, IL “CONFORMISMO DINAMICO”, LA FORMAZIONE POLITECNICA, L’UNITÀ DI LAVORO E ISTRUZIONE, IL NUOVO PRINCIPIO EDUCATIVO.
NELLE LETTERE DAL CARCERE, IN PARTICOLARE, È PRESENTE IN MODO ESPLICITO E IMPLICITO UNA DIMENSIONE FORMATIVA ED EDUCATIVA NEI CONSIGLI E NEI DIALOGHI CON I FIGLI, CON LA MOGLIE E CON LA COGNATA E IN TANTE RIFLESSIONI E BREVI NOTE SU LIBRI, AUTORI, EVENTI STORICI E CULTURALI CHE L’AUTORE RITIENE IMPORTANTE FISSARE E ANALIZZARE (E CHE VERRANNO PIÙ COMPIUTAMENTE ARGOMENTATI NEI QUADERNI DEL CARCERE).
( reference books)
TESTI D’ESAME
1. ANTONIO GRAMSCI, LETTERE DAL CARCERE. 1926-1937, A CURA DI ANTONIO A. SANTUCCI, SELLERIO, PALERMO 2013.
NOTA BENE: VA UTILIZZATA ESCLUSIVAMENTE QUESTA EDIZIONE PER RAGIONI DI COMPLETEZZA.
2. FRANCESCO SUSI, EDUCARE SENZA ESCLUDERE. STUDI E RICERCHE SULLA FORMAZIONE, ARMANDO, ROMA 2012.
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6
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M-PED/03
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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22902186 -
EDUCATION FOR DEVIANCY AND MARGINALITY
(objectives)
The course means to introduce the student to the thematic ones of the uneasiness and the marginality in the pedagogical perspective reported to the minor and to the adolescent, second the following purposes: - to know the complexity of the tipologie of deviance and marginality; - to in existence analyze the educational strategies put in the different truth; - to analyze to the knowledge and knowing to make specific of the engaged professional educator in the educational development of the minors; - to stimulate a greater knowledge of own professional himself; - to consolidate relative acquaintances to the relational members.
-
DE ANGELIS BARBARA
( syllabus)
- LINEAMENTI DI METODO NELL’INTERVENTO EDUCATIVO CON IL DISAGIO, LA MARGINALITÀ E LA DEVIANZA MINORILE
- PREVENZIONE DEL RISCHIO, EDUCAZIONE COME PREVENZIONE
- PEDAGOGIA E DIDATTICA DELL’EMERGENZA
( reference books)
- DE ANGELIS B., E COME EDUCATORE. GLOSSARIO DI UNA PROFESSIONE POLIEDRICA, ANICIA, ROMA, 2013
- COSTA C., DE ANGELIS B., PALLINI S., TRA REALE E IRREALE. GIOVANI AI MARGINI, FRANCO ANGELI, ROMA, 2012
- ISIDORI M.V., VACCARELLI A., PEDAGOGIA DELL’EMERGENZA. DIDATTICA DELL’EMERGENZA. I PROCESSI FORMATIVI NELLE SITUAZIONI DI CRITICITÀ INDIVIDUALI E COLLETTIVE, F. ANGELI, MILANO, 2013
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6
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M-PED/03
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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22902191 -
CONSTITUTIONAL LAW
(objectives)
The course aims to provide an overview of sources of law, organization of public powers, the constitutional organs of the State, the European Union, Regional and Local Government. It is also proposed to introduce and analyze the legislation for the protection of fundamental rights and freedoms guaranteed by the Constitution.
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PENNISI SEBASTIANO
( syllabus)
IL DIRITTO COSTITUZIONALE. POLITICA E DIRITTO. LA COSTITUZIONE. L’ORGANIZZAZIONE COSTITUZIONALE IN ITALIA. REGIONI E GOVERNO LOCALE. L’AMMINISTRAZIONE PUBBLICA. LE FONTI DEL DIRITTO, LE FONTI COMUNITARIE E DELLE AUTONOMIE LOCALI. GLI ATTI ED I PROVVEDIMENTI AMMINISTRATIVI. DIRITTI E DOVERI. LE GARANZIE: LA GIUSTIZIA COSTITUZIONALE, L’AMMINISTRAZIONE DELLA GIUSTIZIA, LA MAGISTRATURA.
( reference books)
ROBERTO BIN –GIOVANNI PITRUZZELLA -DIRITTO PUBBLICO- ED. GIAPPICHELLI.
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6
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IUS/08
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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22902194 -
TRAINING
(objectives)
The primary objective for the training of the third year is to maintain constant the relationship between theory and educational practice, increasingly using the sciences and their integration into a perspective of global approach.
The choice of training will focus in the operational areas of greater hardship (drug addiction, mental illness, autism, social rehabilitation, etc.), in harmony, as far as possible, with the interests of students and in relation to prior experience of training, with particular attention to the free observation and structured observation.
There will be excluded training which repeat already made experiences and / or additional experiences of Civil Service when they were made and approved by the University.
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DE ANGELIS DANIELE
( syllabus)
WILL BE ENCOURAGED IN STUDENTS, INCLUDING THROUGH MOMENTS OF SUPERVISION, GREATER AWARENESS OF THEIR EDUCATIONAL AND PROFESSIONAL CHOICE, STUDYING THE RELATIONSHIP BETWEEN MOTIVATION AND LEARNING WITH COGNITIVE, STRATEGIC AND METACOGNITIVE COMPONENTS AND SELF-REALIZATION.
ATTENTION WILL BE DRAWN TO WELFARE, THE RULES CONCERNING THE AREAS OF INTERVENTION DEALT WITH AND THE PROBLEMS POSED BY THE INTEGRATION OF SOCIAL AND HEALTH SERVICES TO PROMOTE, IN ADDITION TO THE GLOBALITY OF THE APPROACH, THE UNITY OF INTERVENTIONS IN THE RELATIONSHIP WITH PEOPLE USING THE SERVICES.
( reference books)
I TESTI DI RIFERIMENTO SONO:
• A CURA DI FRANCESCO GATTI – ORIENTAMENTO E TIROCINIO: L’INTEGRAZIONE TRA LE SCIENZE E DINTORNI – EDIZIONI KAPPA – 2008;
• FRANCESCO GATTI – PSICOLOGIA DELL’ORIENTAMENTO PER EDUCATORI PROFESSIONALI – ARMANDO – ROMA – 2006;
• FRANCESCO GATTI – INTEGRAZIONE DELLA PERSONA DIVERSAMENTE ABILE – ARMANDO – ROMA – 2006;
• FRANCESCO GATTI, CHIARA GATTI, LUIGI GIUSTINO GATTI – COGNITIVISMO, PROBLEM SOLVING E PROBLEMATICHE DEGLI OPERATORI – EDIZIONI UNIVERSITARIE ROMANE – 2008.
IN CORSO DI STAMPA, A CURA DI FRANCESCO GATTI:
- TOSSICODIPENDENZA: TRA INCERTEZZA E OPERATIVITÀ
- ARGOMENTI DI PSICOLOGIA: TRA TEORIA E PRASSI.
SARANNO FORNITE ULTERIORI INDICAZIONI BIBLIOGRAFICHE IN RELAZIONE ALLE SCELTE DELL’ARGOMENTO DI TIROCINIO.
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13
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-
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-
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-
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-
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Other activities
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ITA |
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22910001 -
LINGUISTIC POSITIONING - ENGLISH
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1
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-
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-
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-
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-
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Final examination and foreign language test
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ITA |
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22910002 -
LINGUISTIC POSITIONING - FRENCH
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1
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-
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-
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-
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-
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Final examination and foreign language test
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ITA |
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22910003 -
LINGUISTIC POSITIONING - SPANISH
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1
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-
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-
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-
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-
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Final examination and foreign language test
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ITA |
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22902344 -
TRAINING AND EDUCATIONAL TREATMENT OF DIVERSITY
(objectives)
Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.
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|
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22902344-1 -
FORMAZIONE E TRATTAMENTO PEDAGOGICO NELLE DIVERSITÀ
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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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-
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Basic compulsory activities
|
ITA |
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22902344-2 -
FORMAZIONE E TRATTAMENTO PEDAGOGICO NELLE DIVERSITÀ
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3
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M-PED/01
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18
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-
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-
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-
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Basic compulsory activities
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ITA |
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22902345 -
TRAINING AND EDUCATIONAL TREATMENT OF DIVERSITY - BASIC COURSE
(objectives)
INTEGRATION OF PSYCHODYNAMIC, DEVELOPMENTAL, MORPHO-LINGUISTIC, COMMUNICATIONAL SCIENTIFIC CONTENTS WITH SPECIFIC CHARACTERISTICS OF DISEASES AND OF MENTAL DISORDERS, WITH METHODOLOGICAL, TECHNICAL, STRATEGIC, EDUCATIONAL COMPETENCES.
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PICCIONE VINCENZO ANTONIO
( syllabus)
DEFINIZIONE E APPROFONDIMENTO DELLE CARATTERISTICHE SPECIFICHE E SINTOMATOLOGICHE DELLE PATOLOGIE E DELLE PSICOPATOLOGIE; INTERPRETAZIONE DI ASPETTI E COMPORTAMENTI PSICOPATOLOGICI; RIFERIMENTI DETTAGLIATI ALLE COMPETENZE METODOLOGICHE, STRATEGICHE, TECNICHE, RIABILITATIVE, DIDATTICHE. DEFINIZIONE E CARATTERIZZAZIONE DELLE COMPETENZE ORGANIZZATIVE E TECNICHE PER L’USO DI STRUMENTI METODOLOGICI E DIDATTICI SPECIFICI PER L’OSSERVAZIONE, E L’ASCOLTO. DEFINIZIONE E CARATTERIZZAZIONE SPECIFICA, DAL PUNTO DI VISTA PSICOPEDAGOGICO, DELLE PATOLOGIE E DEI COMPORTAMENTI PATOLOGICI DELL'INFANZIA E DELL'ADOLESCENZA. CAPACITÀ DI PROGRAMMARE INTERVENTI EDUCATIVI MIRATI PER LE SPECIFICHE PATOLOGIE ANCHE IN CONSEGUENZA DELLA DEFINIZIONE DELLE CATEGORIE DIAGNOSTICHE ICD, DSM, ICF, DEI PROFILI SINTOMATICI E DEI METODI OSSERVATIVI.
( reference books)
DE CICCO R., LE RADICI UMANE DELLA FOLLIA: SOGLIE DELLA MEDIABILITÀ, STIGMA, PREGIUDIZIO E CONFLITTO, AEMME, ROMA 2009
DE MAIO C., VITELLI D., ... E MI SCOPRO A SORRIDERE, AEMME, ROMA 2010
BORGNA E., L’ARCIPELAGO DELLE EMOZIONI, FELTRINELLI, MILANO 2002
MILIACCA C., LA PELLICOLA E LO PSICOLOGO, AEMME, ROMA 2008
BORGNA E., NOI SIAMO UN COLLOQUIO, FELTRINELLI, MILANO 1999
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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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-
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Basic compulsory activities
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ITA |
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22902346 -
TRAINING AND EDUCATIONAL TREATMENT OF DIVERSITY - ADDITIONAL COURSE
(objectives)
Integration of psychodynamic, developmental, morpho-linguistic, communicational scientific contents with specific characteristics of diseases and of mental disorders, with methodological, technical, strategic, educational competences.
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PICCIONE VINCENZO ANTONIO
( syllabus)
Definizione e approfondimento delle caratteristiche specifiche e sintomatologiche delle patologie e delle psicopatologie; interpretazione di aspetti e comportamenti psicopatologici; riferimenti dettagliati alle competenze metodologiche, strategiche, tecniche, riabilitative, didattiche. Definizione e caratterizzazione delle competenze organizzative e tecniche per l’uso di strumenti metodologici e didattici specifici per l’osservazione, e l’ascolto. Definizione e caratterizzazione specifica, dal punto di vista psicopedagogico, delle patologie e dei comportamenti patologici dell'infanzia e dell'adolescenza. Capacità di programmare interventi educativi mirati per le specifiche patologie anche in conseguenza della definizione delle categorie diagnostiche ICD, DSM, ICF, dei profili sintomatici e dei metodi osservativi.
( reference books)
De Cicco R., Le radici umane della follia: soglie della mediabilità, stigma, pregiudizio e conflitto, Aemme, Roma 2009De Maio C., Vitelli D., ... E mi scopro a sorridere, Aemme, Roma 2010Borgna E., L’arcipelago delle emozioni, Feltrinelli, Milano 2002 Miliacca C., La pellicola e lo psicologo, Aemme, Roma 2008Borgna E., Noi siamo un colloquio, Feltrinelli, Milano 1999
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3
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M-PED/01
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18
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-
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-
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-
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Basic compulsory activities
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ITA |
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22902347 -
SOCIAL SECURITY LAW AND URBAN SYSTEMS LAW
(objectives)
IL CORSO SI PROPONE DI FORNIRE GLI STRUMENTI PER LA COMPRENSIONE DELL’ASSETTO GIURIDICO RELATIVO AL SISTEMA DELLA SICUREZZA SOCIALE CHIARENDO GLI ISTITUTI FONDAMENTALI CHE RISULTANO DALLA DISCIPLINA PIÙ RECENTE DELLA MATERIA IN AMBITO NAZIONALE, EUROPEO ED INTERNAZIONALE.
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6
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IUS/08
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30
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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22910004 -
LABORATORY: PENITENTIARY EDUCATION
(objectives)
PARTENDO DAI BISOGNI EDUCATIVI E DAL RUOLO CHIAVE DELL’IMPEGNO PEDAGOGICO NELL’INTERVENTO DI PREVENZIONE E RECUPERO DELLA DEVIANZA E DELLA CRIMINALITÀ MINORILE, IL CORSO SI PROPONE DI AFFRONTARE I FENOMENI E LE DINAMICHE DEL DISAGIO E DELLA DEVIANZA METTENDO A CONFRONTO TEORIA E PRASSI, COINVOLGENDO LO STUDENTE IN UN PERCORSO IMPEGNATO AD ACQUISIRE UN SAPERE CRITICO RELATIVO A CONOSCENZE SPECIFICHE ATTE A FAR COGLIERE E A MATURARE ITER FORMATIVI STRETTAMENTE LEGATI ALL’UTILIZZO PROFESSIONALE.
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2
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M-PED/03
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24
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-
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-
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-
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Elective activities
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ITA |
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22902403 -
PEDAGOGIA GENERALE E SOCIALE
(objectives)
The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.
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22902403-1 -
PEDAGOGIA GENERALE E SOCIALE
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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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-
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Basic compulsory activities
|
ITA |
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22902403-2 -
PEDAGOGIA GENERALE E SOCIALE
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3
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M-PED/01
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18
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-
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-
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-
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Basic compulsory activities
|
ITA |
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22902404 -
PEDAGOGIA GENERALE SOCIALE - BASE
(objectives)
The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.
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IMPARA PAOLO
( syllabus)
L’EDUCAZIONE È IL PIÙ GRANDE E DIFFICILE PROBLEMA CHE CI POSSA ESSERE PROPOSTO. INFATTI LE COGNIZIONI DIPENDONO DALL’EDUCAZIONE E QUESTA A SUA VOLTA PROGREDISCE POCO A POCO PER EFFETTO DI QUELLE. L’EDUCAZIONE È UN’ARTE. L’ARTE DI EDUCARE È LA PEDAGOGIA. L’UOMO PUÒ DIVENTARE VERO UOMO SOLO MEDIANTE UN CONTINUO PROCESSO EDUCATIVO E FORMATIVO DIVENENDONE COSÌ IL PRODOTTO.
( reference books)
- DEWEY J., DEMOCRAZIA E EDUCAZIONE, SANSONI
- IMPARA P., SAPERE EDUCATIVO E CONOSCENZE POSSIBILI, ARMANDO CURCIO 2011.
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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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-
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Basic compulsory activities
|
ITA |
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22902405 -
PEDAGOGIA GENERALE SOCIALE - INTEGRAZIONE
(objectives)
The pedagogy course program has the purpose to create the knowledge and the particularity of the most important pedagogy theories, such as the concept of the educational relationship, the concept of the human being, the concept of the educative methodology and the dichotomy of the concept of education/society, theory/praxis.
-
IMPARA PAOLO
( syllabus)
L’EDUCAZIONE È IL PIÙ GRANDE E DIFFICILE PROBLEMA CHE CI POSSA ESSERE PROPOSTO. INFATTI LE COGNIZIONI DIPENDONO DALL’EDUCAZIONE E QUESTA A SUA VOLTA PROGREDISCE POCO A POCO PER EFFETTO DI QUELLE. L’EDUCAZIONE È UN’ARTE. L’ARTE DI EDUCARE È LA PEDAGOGIA. L’UOMO PUÒ DIVENTARE VERO UOMO SOLO MEDIANTE UN CONTINUO PROCESSO EDUCATIVO E FORMATIVO DIVENENDONE COSÌ IL PRODOTTO.
( reference books)
- DEWEY J., DEMOCRAZIA E EDUCAZIONE, SANSONI
- IMPARA P., SAPERE EDUCATIVO E CONOSCENZE POSSIBILI, ARMANDO CURCIO 2011.
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3
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M-PED/01
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18
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-
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-
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-
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Basic compulsory activities
|
ITA |
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22902406 -
INTERCULTURAL DIDACTICS
(objectives)
INTERCULTURAL DIDACTICS
EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.
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22902406-1 -
DIDATTICA INTERCULTURALE
-
SANTARONE DONATO
( syllabus)
The course analises the relationship between didactics, education, interculturalism and literature through the work of Franco Fortini.
Poet, writer, essayist, translator, literary critic, journalist, copywriter, editor, school teacher and university professor, political activist of the Marxist left, Franco Fortini (1917-1994) embodies the ideal of the “multidimensional man” able to connect different fields of human knowledge.
Didactics, for the continuous attention to the popularization of the ideas (from Politecnico of Elio Vittorini to the entries, from the educational antologie to the radio broadcasts on Italian classics of literature); education, for the rooted opinion of a horizontal knowledge for all, a democratic knowledge in which we discover “the beauty to be an intellectual-friar not a priest: friar Cristoforo not cardinal Borromeo”; interculturalism, for the cosmopolitism and the internationalism of his works and for the activity of “cultural mediator” through the translation (Milton, Goethe, Kafka, Proust, Brecht, Eluard), aware of the history and the culture of the world are the cognitive background to understand the individual lives; literature, and poetry in particular, as an aesthetic form able to reveal the evil and the nobility of the world in a contradictory way through a language which is able to destroy the dull conformism of a lot of communication in the every day speech, in books, in the media, in the social network.
The course analises such connections through the reading, analysis, commentary and discussion of the last collection of Franco Fortini’s poems, Composita solvantur (1994).
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6
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M-PED/03
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36
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-
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-
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-
|
Basic compulsory activities
|
ITA |
22902406-2 -
DIDATTICA INTERCULTURALE
-
SANTARONE DONATO
( syllabus)
The course analises the relationship between didactics, education, interculturalism and literature through the work of Franco Fortini.
Poet, writer, essayist, translator, literary critic, journalist, copywriter, editor, school teacher and university professor, political activist of the Marxist left, Franco Fortini (1917-1994) embodies the ideal of the “multidimensional man” able to connect different fields of human knowledge.
Didactics, for the continuous attention to the popularization of the ideas (from Politecnico of Elio Vittorini to the entries, from the educational antologie to the radio broadcasts on Italian classics of literature); education, for the rooted opinion of a horizontal knowledge for all, a democratic knowledge in which we discover “the beauty to be an intellectual-friar not a priest: friar Cristoforo not cardinal Borromeo”; interculturalism, for the cosmopolitism and the internationalism of his works and for the activity of “cultural mediator” through the translation (Milton, Goethe, Kafka, Proust, Brecht, Eluard), aware of the history and the culture of the world are the cognitive background to understand the individual lives; literature, and poetry in particular, as an aesthetic form able to reveal the evil and the nobility of the world in a contradictory way through a language which is able to destroy the dull conformism of a lot of communication in the every day speech, in books, in the media, in the social network.
The course analises such connections through the reading, analysis, commentary and discussion of the last collection of Franco Fortini’s poems, Composita solvantur (1994).
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3
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M-PED/03
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18
|
-
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-
|
-
|
Basic compulsory activities
|
ITA |
|
22902407 -
INTERCULTURAL DIDACTICS
(objectives)
INTERCULTURAL DIDACTICS
EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.
-
SANTARONE DONATO
( syllabus)
TO DEFINE INTERCULTURAL EDUCATION AS A FORM OF EDUCATIONAL MEDIATION BETWEEN THE SOCIO-CULTURAL CONDITION OF THE SUBJECTS WHO LEARN AND THE GLOBAL DIMENSION OF KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE. IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE IN EDUCATION THAT INCLUDES THE STUDY OF WORLD HISTORY, WORKING CLASSES, MIGRANTS, WOMEN, MINORITIES.
DEFINE THE THEORETICAL AND PRACTICAL FIELD OF INTERCULTURAL EDUCATION IN RELATION TO SOME THEMES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE OMNILATERAL MAN, POLYTECHNIC TRAINING, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION AS A FACTOR IN OVERCOMING COMMODIFICATION AND ALIENATION, INTERNATIONALISM AND THE PROCESSES OF GLOBALIZATION.
READ AND UNDERSTAND A LITERARY TEXT IN AN INTERCULTURAL PERSPECTIVE AND EXPERIMENT WITH INTERCULTURAL DIDACTIC PATHS IN LITERATURE.
( reference books)
TESTI D’ESAME
1. ANTONIO GRAMSCI, LETTERE DAL CARCERE. 1926-1937, A CURA DI ANTONIO A. SANTUCCI, SELLERIO, PALERMO 2013.
NOTA BENE: VA UTILIZZATA ESCLUSIVAMENTE QUESTA EDIZIONE PER RAGIONI DI COMPLETEZZA.
2. DONATELLO SANTARONE, LE CATENE CHE DANNO LE ALI. PERCORSI EDUCATIVI TRA DIDATTICA INTERCULTURA LETTERATURA, LE LETTERE, FIRENZE 2013.
3. Un testo a scelta tra i seguenti:
Denis Diderot, Supplemento al Viaggio di Bouganville, Editori Riuniti University Press, Roma 2012.
Antonio Gramsci, L''alternativa pedagogica, a cura di Mario Alighiero Manacorda, Editori Riuniti University Press, Roma 2012.
Mario Alighiero Manacorda, Marx e l’educazione, Armando, Roma 2008.
Alberto Moravia, Un’idea dell’India, Milano, Bompiani 2000.
Pier Paolo Pasolini, L’odore dell’India, Guanda, Parma 2000.
Franco Fortini, Asia Maggiore. Viaggio nella Cina e altri scritti, manifesto libri, Roma 2007.
Ken Saro-Wiwa, Sozaboy, Baldini Castoldi Dalai, Milano 2005.
Howard Gardner, Aprire le menti. La creatività e i dilemmi dell’educazione, Feltrinelli, Milano 1991.
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6
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M-PED/03
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902408 -
INTERCULTURAL DIDACTICS
(objectives)
INTERCULTURAL DIDACTICS
EDUCATIONAL GOALS
TO DEFINE THE INTERCULTURAL DIDACTICS LIKE A FORM OF EDUCATIONAL MEDIATION BETWEEN THE LEARNERS’ SOCIO-CULTURAL CONDITIONS AND THE GLOBAL DIMENSION OF THE KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE.
TO IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE ON THE EDUCATION, THAT INCLUDES THE STUDY OF THE WORLD HISTORY, OF THE WORKING CLASS, OF THE MIGRANTS, OF WOMEN, OF THE MINORITIES.
TO FRAME THE THEORETICAL AND PRACTICAL FIELD OF THE INTERCULTURAL EDUCATION IN CONNECTION WITH SOME ISSUES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE ALL-ROUND MAN, THE POLYTECHNIC EDUCATION, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION LIKE A FACTOR TO OVERCOME THE COMMODIFICATION AND THE ALIENATION OF THE HUMANS, INTERNATIONALISM AND GLOBALIZATION.
TO READ AND TO UNDERSTAND A LITERARY TEXT FROM AN INTERCULTURAL PERSPECTIVE.
-
SANTARONE DONATO
( syllabus)
TO DEFINE INTERCULTURAL EDUCATION AS A FORM OF EDUCATIONAL MEDIATION BETWEEN THE SOCIO-CULTURAL CONDITION OF THE SUBJECTS WHO LEARN AND THE GLOBAL DIMENSION OF KNOWLEDGE, ECONOMICS, POLITICS, SOCIETY, CULTURE. IDENTIFY, CONSEQUENTLY, METHODS, TOOLS AND CONTENTS OF AN INTERNATIONAL AND INTERNATIONALIST PERSPECTIVE IN EDUCATION THAT INCLUDES THE STUDY OF WORLD HISTORY, WORKING CLASSES, MIGRANTS, WOMEN, MINORITIES.
DEFINE THE THEORETICAL AND PRACTICAL FIELD OF INTERCULTURAL EDUCATION IN RELATION TO SOME THEMES OF THE MARXIST EDUCATIONAL PERSPECTIVE: THE OMNILATERAL MAN, POLYTECHNIC TRAINING, THE UNITY OF WORK AND EDUCATION, THE UNIVERSALITY OF EDUCATION, EDUCATION AS A FACTOR IN OVERCOMING COMMODIFICATION AND ALIENATION, INTERNATIONALISM AND THE PROCESSES OF GLOBALIZATION.
READ AND UNDERSTAND A LITERARY TEXT IN AN INTERCULTURAL PERSPECTIVE AND EXPERIMENT WITH INTERCULTURAL DIDACTIC PATHS IN LITERATURE.
( reference books)
TESTI D’ESAME
1. ANTONIO GRAMSCI, LETTERE DAL CARCERE. 1926-1937, A CURA DI ANTONIO A. SANTUCCI, SELLERIO, PALERMO 2013.
NOTA BENE: VA UTILIZZATA ESCLUSIVAMENTE QUESTA EDIZIONE PER RAGIONI DI COMPLETEZZA.
2. DONATELLO SANTARONE, LE CATENE CHE DANNO LE ALI. PERCORSI EDUCATIVI TRA DIDATTICA INTERCULTURA LETTERATURA, LE LETTERE, FIRENZE 2013.
3. Un testo a scelta tra i seguenti:
Denis Diderot, Supplemento al Viaggio di Bouganville, Editori Riuniti University Press, Roma 2012.
Antonio Gramsci, L''alternativa pedagogica, a cura di Mario Alighiero Manacorda, Editori Riuniti University Press, Roma 2012.
Mario Alighiero Manacorda, Marx e l’educazione, Armando, Roma 2008.
Alberto Moravia, Un’idea dell’India, Milano, Bompiani 2000.
Pier Paolo Pasolini, L’odore dell’India, Guanda, Parma 2000.
Franco Fortini, Asia Maggiore. Viaggio nella Cina e altri scritti, manifesto libri, Roma 2007.
Ken Saro-Wiwa, Sozaboy, Baldini Castoldi Dalai, Milano 2005.
Howard Gardner, Aprire le menti. La creatività e i dilemmi dell’educazione, Feltrinelli, Milano 1991.
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3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902410 -
LINGUA INGLESE PER L'EDUCATORE PROFESSIONALE - II ANNO
(objectives)
Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.
|
|
|
22902410-1 -
LINGUA INGLESE PER L'EDUCATORE PROFESSIONALE - II ANNO
|
6
|
L-LIN/12
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902410-2 -
LINGUA INGLESE PER L'EDUCATORE PROFESSIONALE - II ANNO
|
3
|
L-LIN/12
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902411 -
LINGUA INGLESE PER L'EDUCATORE PROFESSIONALE - II ANNO - BASE
(objectives)
STRENGTHENING PHONETIC, GRAMMATICAL, SYNTACTIC AND LEXICAL COMPETENCES. THE ENGLISH PRONUNCIATION.
STRENGTHENING ELABORATIVE COMPETENCES IN ENGLISH.
SIGNIFICANT COMPETENCIES IN THE USE OF GRAMMATICAL AND SYNTACTICAL STRUCTURES. WIDE PEDAGOGICAL LEXICON.
-
PICCIONE VINCENZO ANTONIO
( syllabus)
NARRATIVE, SCIENTIFIC, PEDAGOGICAL LANGUAGES.
LEXICAL, GRAMMATICAL, SYNTACTIC SYSTEMS.
ANALYSIS AND ELABORATION OF TEXTS.
COMPOSITION OF WRITTEN AND ORAL TEXTS.
USE OF VOCABULARY SPECIFIC TO THE SOCIO-EDUCATIONAL PROFESSIONS.
( reference books)
PICCIONE VINCENZO A., THE NEW PEDAGOGICAL SETTINGS, AEMME, ROMA 2012
IHEJIRIKA T.C., EMBRACING STREET CHILDREN. BETWEEN MYTHS AND REALITY, AEMME, ROMA 2009
|
6
|
L-LIN/12
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902412 -
LINGUA INGLESE PER L'EDUCATORE PROFESSIONALE - II ANNO - INTEGRAZIONE
(objectives)
Strengthening phonetic, grammatical, syntactic and lexical competences. The English pronunciation.Strengthening elaborative competences in English.Significant competencies in the use of grammatical and syntactical structures. Wide pedagogical lexicon.
-
PICCIONE VINCENZO ANTONIO
( syllabus)
Linguaggi narrativo, scientifico, pedagogico.Sistemi lessicali, grammatici, sintattici.Analisi ed elaborazione dei testi.Composizione di testi scritti ed orali.Uso di un lessico specifico delle professioni socio-educative.
( reference books)
Piccione Vincenzo A., The new pedagogical settings, Aemme, Roma 2012Ihejirika T.C., Embracing street children. Between myths and reality, Aemme, Roma 2009
|
3
|
L-LIN/12
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902413 -
CHILDREN’S LITERATURE
(objectives)
The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.
|
|
22902413-1 -
LETTERATURA PER L'INFANZIA
-
ZIZIOLI ELENA
( syllabus)
You can create "the sense of the book," as recalled Gianni Rodari?
Is the educator to know how to transform the read and narrate in a ' "educational adventure": the plunge into reading through the tales or stories of various types, the retrace one's own experience or learn to invent and build stories, allow discover worlds and recover the imaginary dimension. The narrative then becomes one tool available to children and young people to conquer the reality, to "grow." And if education today can only be declined with values such as solidarity, brotherhood, to form a '' earthly identity ", you need to broaden our vision to explore new imagery, new poetry, new languages, to which the 'educator should be able to look with courage, curiosity and interest. These are often new products and narrative works not fully explored and analyzed, as in the case of migrant writers for children's fiction.
The course is aimed at providing students with:
- an overview of the main theories of children's literature
- an overview of the different narrative genres and how they are ‘contaminated’;
- a discussion of the topics covered in the children's fiction by migrant writers;
- an analysis of the tools for the promotion and animation of reading;
- an analysis of the educational potential of narrating as a tool of inclusion in contexts of risk and discomfort.
The organization of the course consists of lectures, seminars and workshops. We will therefore adopt participatory and interactive teaching methods.
( reference books)
Basic Course: 6 CFU
Emy Beseghi, Giorgia Grilli, La letteratura invisibile. Infanzia e libri per bambini, Carocci, Roma 2011.
Lorenzo Luatti, E noi? Il posto degli scrittori migranti nella narrativa per ragazzi, Sinnos Editrice, Roma 2010.
Three texts in choice of three different authors migrants among the works listed in the bibliography section curated by Luatti in the text above example, pp. 189-209.
Among the classics of Italian literature any text of each of the following authors: Bianca Pitzorno, Roberto Piumini e Gianni Rodari.
Integration: 3 CFU
Elena Zizioli, Storie che educano, integrano e cambiano il mondo, in M. Camerucci (a cura di), Metamorfosi e nuovi scenari pedagogici, Morlacchi, Perugia 2013, pp. 181-220.
Alternatively you can bring: Elisabetta Biffi, Narrazione e pratiche educative: fra infanzia e adolescenza, in Duccio Demetrio, Educare è narrare. Le teorie, le pratiche, la cura, Mimesis Edizioni, Milano – Udine 2012, pp. 73-116.
Antonella Cristofaro, Elena Zizioli, La raccolta delle rose, Anicia, Roma (in corso di stampa)
To complement the program, you can download some study materials in PDF format on the bulletin board teacher.
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
22902413-2 -
LETTERATURA PER L'INFANZIA
-
ZIZIOLI ELENA
( syllabus)
You can create "the sense of the book," as recalled Gianni Rodari?
Is the educator to know how to transform the read and narrate in a ' "educational adventure": the plunge into reading through the tales or stories of various types, the retrace one's own experience or learn to invent and build stories, allow discover worlds and recover the imaginary dimension. The narrative then becomes one tool available to children and young people to conquer the reality, to "grow." And if education today can only be declined with values such as solidarity, brotherhood, to form a '' earthly identity ", you need to broaden our vision to explore new imagery, new poetry, new languages, to which the 'educator should be able to look with courage, curiosity and interest. These are often new products and narrative works not fully explored and analyzed, as in the case of migrant writers for children's fiction.
The course is aimed at providing students with:
- an overview of the main theories of children's literature
- an overview of the different narrative genres and how they are ‘contaminated’;
- a discussion of the topics covered in the children's fiction by migrant writers;
- an analysis of the tools for the promotion and animation of reading;
- an analysis of the educational potential of narrating as a tool of inclusion in contexts of risk and discomfort.
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902414 -
CHILDREN’S LITERATURE
(objectives)
The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.
-
ZIZIOLI ELENA
( syllabus)
You can create "the sense of the book," as recalled Gianni Rodari?
Is the educator to know how to transform the read and narrate in a ' "educational adventure": the plunge into reading through the tales or stories of various types, the retrace one's own experience or learn to invent and build stories, allow discover worlds and recover the imaginary dimension. The narrative then becomes one tool available to children and young people to conquer the reality, to "grow." And if education today can only be declined with values such as solidarity, brotherhood, to form a '' earthly identity ", you need to broaden our vision to explore new imagery, new poetry, new languages, to which the 'educator should be able to look with courage, curiosity and interest. These are often new products and narrative works not fully explored and analyzed, as in the case of migrant writers for children's fiction.
The course is aimed at providing students with:
• an overview of the main theories of children's literature
• an overview of the different narrative genres and how they are ‘contaminated’;
• a discussion of the topics covered in the children's fiction by migrant writers;
• an analysis of the tools for the promotion and animation of reading;
The organization of the course consists of lectures, seminars and workshops. We will therefore adopt participatory and interactive teaching methods.
( reference books)
Basic Course: 6 CFU
Emy Beseghi, Giorgia Grilli, La letteratura invisibile. Infanzia e libri per bambini, Carocci, Roma 2011.
Lorenzo Luatti, E noi? Il posto degli scrittori migranti nella narrativa per ragazzi, Sinnos Editrice, Roma 2010.
Three texts in choice of three different authors migrants among the works listed in the bibliography section curated by Luatti in the text above example, pp. 189-209.
Among the classics of Italian literature any text of each of the following authors: Bianca Pitzorno, Roberto Piumini e Gianni Rodari.
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902415 -
CHILDREN’S LITERATURE
(objectives)
The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.
-
ZIZIOLI ELENA
( syllabus)
You can create "the sense of the book," as recalled Gianni Rodari?
Is the educator to know how to transform the read and narrate in a ' "educational adventure": the plunge into reading through the tales or stories of various types, the retrace one's own experience or learn to invent and build stories, allow discover worlds and recover the imaginary dimension. The narrative then becomes one tool available to children and young people to conquer the reality, to "grow." And if education today can only be declined with values such as solidarity, brotherhood, to form a '' earthly identity ", you need to broaden our vision to explore new imagery, new poetry, new languages, to which the 'educator should be able to look with courage, curiosity and interest. These are often new products and narrative works not fully explored and analyzed, as in the case of migrant writers for children's fiction.
The course is aimed at providing students with:
an analysis of the educational potential of narrating as a tool of inclusion in contexts of risk and discomfort.
The organization of the course consists of lectures, seminars and workshops. We will therefore adopt participatory and interactive teaching methods.
( reference books)
Integration: 3 CFU
Elena Zizioli, Storie che educano, integrano e cambiano il mondo, in M. Camerucci (a cura di), Metamorfosi e nuovi scenari pedagogici, Morlacchi, Perugia 2013, pp. 181-220.
Alternatively you can bringElisabetta Biffi, Narrazione e pratiche educative: fra infanzia e adolescenza, in Duccio Demetrio, Educare è narrare. Le teorie, le pratiche, la cura, Mimesis Edizioni, Milano – Udine 2012, pp. 73-116.
Antonella Cristofaro, Elena Zizioli, La raccolta delle rose, Anicia, Roma (in corso di stampa)
To complement the program, you can download some study materials in PDF format on the bulletin board teacher.
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902416 -
DIDATTICA SPECIALE - BASE
(objectives)
The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.
-
DE ANGELIS BARBARA
( syllabus)
The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.
( reference books)
- De Angelis B., L’ascolto atto cosciente e virtù civile. Riflessioni educative, Anicia, Roma, 2013
- Medeghini R., D’Alessio S., Marra A.D., Vadalà G., Valtellina E., Disability studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013
- De Angelis B., Progettualità educativa e qualità pedagogica. Una antologia di testi, Anicia, Roma, 2012
- Cornoldi C., Le difficoltà di apprendimento a scuola, Il Mulino, Bologna, 1999
|
6
|
M-PED/03
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902439 -
DIDATTICA SPECIALE - INTEGRAZIONE
(objectives)
The course means to lead a reflection on the theories and the practical ones of instruction-learning in difficulty situations. In particular, a practical critical reflection finalized to the professional one of the educator is wanted to be promoted and to be consolidated and, at the same time, to favor acquaintances and methodological competences aimed at the taken one in cargo of special the educational needs.
To such aim some aspects of the relationship between disabilità will be faced and communication, turning a detail attention to creative strategies like the autobiography and the artiterapie, methodologies in a position to supporting the imaginative activity characterizes them and of group finalized to integration.
-
DE ANGELIS BARBARA
( syllabus)
The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.
( reference books)
- De Angelis B., L’ascolto atto cosciente e virtù civile. Riflessioni educative, Anicia, Roma, 2013
- Medeghini R., D’Alessio S., Marra A.D., Vadalà G., Valtellina E., Disability studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013
- De Angelis B., Progettualità educativa e qualità pedagogica. Una antologia di testi, Anicia, Roma, 2012
- Cornoldi C., Le difficoltà di apprendimento a scuola, Il Mulino, Bologna, 1999
|
3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902458 -
EDUCAZIONE PSICOMOTORIA - BASE
(objectives)
How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.
-
CAMERUCCI MAURA
( syllabus)
WHEN A CHILD IS BORN IT HAS AN EXCEPTIONALLY CAPABLE ORGANISM WITH WELL-FUNCTIONING SENSE-MOTOR SYSTEMS. FROM THE FIRST DAYS OF LIFE IT IS CAPABLE OF LEARNING ASSOCIATIONS BETWEEN STIMULI AND RESPONSES AND THE ROLE OF MEANING AND FAMILIARITY OF EVENTS BECOMES IMMEDIATELY IMPORTANT. IT PAYS PREFERENTIAL ATTENTION TO THOSE FACTORS THAT HAVE CLEAR CHARACTERISTICS SUCH AS ON-OFF, MOVING LIGHTS, INTERMITTENT SOUNDS. AS HE BEGINS TO ACQUIRE INNER REPRESENTATIONS OR PATTERNS OF PHENOMENA, HE FOCUSES ON SITUATIONS THAT RESEMBLE FAMILIAR ONES OR ARE MODERATELY DIFFERENT BECAUSE OUR BRAIN IS DIVIDED INTO TWO HEMISPHERES, EACH OF WHICH RECEIVES INFORMATION AND SENDS SIGNALS ALSO TO THE OPPOSITE SIDE OF THE BODY. FUNCTIONS AS A CONTROL AND SORTING CENTRE CAPABLE OF ACTIVATING THIS OR THAT PATHWAY TO PERFORM A TASK EFFICIENTLY: EACH COMPONENT HAS A ROLE IN RELATION TO THE OTHERS.
THESE ARE DEVELOPMENTAL DYNAMICS THAT THE CHILD GOES THROUGH DURING CERTAIN PERIODS AND THROUGH WHICH HE BECOMES FAMILIAR WITH PEOPLE, OBJECTS AND EVENTS THAT IN TURN ENABLE HIM TO UNDERSTAND OTHERS OF GREATER COMPLEXITY OR DIFFICULTY.
HOW CAN PSYCHOMOTRICITY CONTRIBUTE TO BODY-MIND BALANCE? TO WHAT EXTENT IS IT INDISPENSABLE TO A CHILD'S INTELLECTUAL FORMATION AND GROWTH? THE REFERENCE CONCEPTS ON THE EVOLUTION OF PSYCHOMOTRICITY ARISE FIRSTLY FROM THE EXAMINATION OF MOTILITY IN THE PRE- AND NEONATAL AGE AND, SECONDLY, FROM THE ANALYSIS OF PSYCHO-BODY EXPRESSION AND COMMUNICATION WITH THE AIM OF ULTIMATELY CLARIFYING THE AIMS OF PSYCHOMOTOR ACTION EVEN IN THE CASE OF PHYSIOLOGICAL DEFECTS.
( reference books)
M. CAMERUCCI, “LA RELAZIONE EDUCATIVA NELLA TRADIZIONE DEI SAPERI”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “EQUILIBRIO FRA MENTE E CORPO”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “LE VIE DELL’APPRENDIMENTO: DALLA PERCEZIONE ALL’INTEGRAZIONE”, MORLACCHI, PERUGIA, 2006
E. BONCINELLI, “LA VITA DELLA NOSTRA MENTE”, LATERZA, BARI, 2011
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902459 -
EDUCAZIONE PSICOMOTORIA - INTEGRAZIONE
(objectives)
How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.
-
CAMERUCCI MAURA
( syllabus)
QUANDO UN BAMBINO NASCE HA UN ORGANISMO ECCEZIONALMENTE CAPACE DOTATO DI SISTEMI SENSO-MOTORI BEN FUNZIONANTI. FIN DAI PRIMI GIORNI DI VITA È CAPACE DI APPRENDERE ASSOCIAZIONI TRA STIMOLI E RISPOSTE E IL RUOLO DEL SIGNIFICATO E DELLA FAMILIARITÀ DEGLI EVENTI DIVENTA SUBITO IMPORTANTE. PRESTA ATTENZIONE IN MANIERA PREFERENZIALE A QUEI FATTORI CHE ABBIANO CARATTERISTICHE NETTE DEL TIPO ACCESO-SPENTO, LUCI IN MOVIMENTO, SUONI INTERMITTENTI. NEL MOMENTO IN CUI COMINCIA AD ACQUISIRE RAPPRESENTAZIONI INTERIORI O SCHEMI DEI FENOMENI, SI CONCENTRA VERSO SITUAZIONI CHE ASSOMIGLIANO A QUELLE FAMILIARI O MODERATAMENTE DIVERSE PERCHÉ IL NOSTRO CERVELLO È DIVISO IN DUE EMISFERI, CIASCUNO DEI QUALI RICEVE INFORMAZIONI ED INVIA SEGNALI ANCHE ALLA PARTE OPPOSTA DEL CORPO. FUNZIONA COME UN CENTRO DI CONTROLLO E DI SMISTAMENTO CAPACE DIA ATTIVARE QUESTA O QUELLA VIA DIRETTA AD ESEGUIRE UN COMPITO IN MANIERA EFFICIENTE: OGNI COMPONENTE HA UN RUOLO IN RELAZIONE ALLE ALTRE.
SONO DINAMICHE DI SVILUPPO CHE IL BAMBINO ATTRAVERSA DURANTE ALCUNI PERIODI E PER CUI ACQUISTA FAMILIARITÀ CON PERSONE, OGGETTI ED EVENTI CHE A LORO VOLTA GLI CONSENTONO DI COMPRENDERNE ALTRI DI MAGGIORE COMPLESSITÀ O DIFFICOLTÀ.
COME PUÒ LA PSICOMOTRICITÀ CONTRIBUIRE ALL'EQUILIBRIO CORPO-MENTE? IN CHE MISURA È INDISPENSABILE ALLA FORMAZIONE INTELLETTUALE E ALLA CRESCITA DEL BAMBINO? I CONCETTI DI RIFERIMENTO SULL'EVOLUZIONE DELLA PSICOMOTRICITÀ SCATURISCONO IN PRIMO LUOGO DALL'ESAME DELLA MOTILITÀ IN ETÀ PRE E NEONATALE E, SECONDARIAMENTE, DALL'ANALISI DELL'ESPRESSIONE E DELLA COMUNICAZIONE PSICOCORPOREA CON L'INTENTO DI CHIARIRE, IN DEFINITIVA, LE FINALITÀ DELL'AZIONE PSICOMOTORIA ANCHE NEL CASO CHE VI SIANO DIFETTI FISIOLOGICI.
( reference books)
M. CAMERUCCI, “LA RELAZIONE EDUCATIVA NELLA TRADIZIONE DEI SAPERI”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “EQUILIBRIO FRA MENTE E CORPO”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “LE VIE DELL’APPRENDIMENTO: DALLA PERCEZIONE ALL’INTEGRAZIONE”, MORLACCHI, PERUGIA, 2006
E. BONCINELLI, “LA VITA DELLA NOSTRA MENTE”, LATERZA, BARI, 2011
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
Optional group:
comune Orientamento unico A SCELTA - (show)
 |
|
|
|
|
|
|
|
|
|
22902177 -
PSYCHOMOTOR EDUCATION
(objectives)
How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.
|
|
|
22902177-2 -
EDUCAZIONE PSICOMOTORIA
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902177-1 -
EDUCAZIONE PSICOMOTORIA
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902499 -
EDUCAZIONE SOCIALE NEI PROCESSI MIGRATORI E NELLE RELAZIONI INTERCULTURALI
(objectives)
GLI OBIETTIVI SPECIFICI DELLA DISCIPLINA INVESTONO L’EDUCAZIONE SOCIALE COME SUPERAMENTO DELLA NAZIONALIZZAZIONE RICONOSCENDO L’INTERNAZIONALIZZAZIONE COME I PROCESSI DI GLOBALIZZAZIONE IN UNA PROSPETTIVA DI FORMAZIONE INTERCULTURALE.
|
|
|
22902499-1 -
EDUCAZIONE SOCIALE NEI PROCESSI MIGRATORI E NELLE RELAZIONI INTERCULTURALI
|
6
|
M-PED/02
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22902499-2 -
EDUCAZIONE SOCIALE NEI PROCESSI MIGRATORI E NELLE RELAZIONI INTERCULTURALI
|
3
|
M-PED/02
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
|
Optional group:
comune Orientamento unico ATTIVITA DI BASE - 6 CFU - (show)
|
|
|
|
|
|
|
|
|
|
22902179 -
GENERAL PSYCHOPATHOLOGY - BASIC COURSE
(objectives)
IL CORSO SI PREFIGGE DI FAR COMPRENDERE AGLI STUDENTI QUELLI CHE SONO I DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA E LE CONDIZIONI CHE NÉ DETERMINANO L’INSORGENZA. VIENE DATO ALL’INTERNO DEL CORSO ANCHE UN ACCENNO ALLE PROBLEMATICHE PSICOPATOLOGICHE NELL’AMBITO DEGLI ISTITUTI PENITENZIARI. OBIETTIVI FORMATIVI: POTENZIAMENTO DELLA CONSAPEVOLEZZA; SVILUPPO DELLA CAPACITÀ DI OSSERVAZIONE; PROMOZIONE DELLA CONSAPEVOLEZZA DELLA DIVERSITÀ E DELLA RICCHEZZA IN AMBITO RELAZIONALE; ATTIVAZIONE DELLE CAPACITÀ DI ANALISI DEI DISTURBI NELL’AMBITO DELLA PSICOPATOLOGIA; INCREMENTO DEL DESIDERIO DI SPERIMENTAZIONE E DI RICERCA; PROMOZIONE DELLA CAPACITÀ DI UTILIZZARE GLI APPRENDIMENTI E LE ABILITÀ CONSEGUITE IN ALTRI CAMPI.
|
6
|
MED/25
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902182 -
CHILD NEUROPSYCHIATRY - BASIC COURSE
(objectives)
OBIETTIVI SPECIFICI DELLA DISCIPLINA SONO LA DEFINIZIONE, LA CARATTERIZZAZIONE, L’APPROFONDIMENTO DEL SIGNIFICATO, DELLE CARATTERISTICHE E DEI COMPORTAMENTI DA RIFERIRE ALLE PATOLOGIE DELL’INFANZIA E DELL’ADOLESCENZA. INOLTRE: LEGGERE, ANALIZZARE E COMPRENDERE LE IMPLICAZIONI CHE I COMPORTAMENTI DETERMINATI DALLE PATOLOGIE DERIVANO A LIVELLO EDUCATIVO IN MODO TALE DA RENDERE POSSIBILE UNA PROSPETTIVA FORMATIVA IMPEGNATA A MIGLIORARE LA QUALITÀ DELLA VITA DEGLI UTENTI E CONSENTIRE LORO DI DARE IL MEGLIO POSSIBILE DI LORO STESSI.
-
VILLANOVA MATTEO
( syllabus)
Territorial intervention and primary prevention in developmental age and adolescence.
Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet.
Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model.
Aggression, the psychic and ego functions, and the defense mechanisms
of the ego.
The first approach to discomfort and mismatch in developmental age and in
Adolescence.
Childhood depression. Childhood psychoses and Pervasive Developmental Disorders.
Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of
Personality.
Oppositional-provocative Disorder and Conduct Disorder. Suicide in age
evolutionary. DOC.
Language Disorders. Specific learning disabilities. Mental delay.
Epileptic syndromes. Infant paralysis. Biological, gender, role,
sexual.
Parenting, shared and joint custody, separation, adoption.
Child maltreatment: emotional, physical, mental, sexual, pathology of care.
Victimology and Child psycho-traumatology. Less Author and Victim of Crime.
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6
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MED/39
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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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22902414 -
CHILDREN’S LITERATURE
(objectives)
The course has the aim to provide students with:
a) Knowledge of the historical development of children's literature from the eighteenth century to the present day, with emphasis on literary genres typical of the industry and the main technical and artistic illustrative of children's book;
b) Overview of the main current theories on children's literature and reading with / for children in kindergarten.
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ZIZIOLI ELENA
( syllabus)
You can create "the sense of the book," as recalled Gianni Rodari?
Is the educator to know how to transform the read and narrate in a ' "educational adventure": the plunge into reading through the tales or stories of various types, the retrace one's own experience or learn to invent and build stories, allow discover worlds and recover the imaginary dimension. The narrative then becomes one tool available to children and young people to conquer the reality, to "grow." And if education today can only be declined with values such as solidarity, brotherhood, to form a '' earthly identity ", you need to broaden our vision to explore new imagery, new poetry, new languages, to which the 'educator should be able to look with courage, curiosity and interest. These are often new products and narrative works not fully explored and analyzed, as in the case of migrant writers for children's fiction.
The course is aimed at providing students with:
• an overview of the main theories of children's literature
• an overview of the different narrative genres and how they are ‘contaminated’;
• a discussion of the topics covered in the children's fiction by migrant writers;
• an analysis of the tools for the promotion and animation of reading;
The organization of the course consists of lectures, seminars and workshops. We will therefore adopt participatory and interactive teaching methods.
( reference books)
Basic Course: 6 CFU
Emy Beseghi, Giorgia Grilli, La letteratura invisibile. Infanzia e libri per bambini, Carocci, Roma 2011.
Lorenzo Luatti, E noi? Il posto degli scrittori migranti nella narrativa per ragazzi, Sinnos Editrice, Roma 2010.
Three texts in choice of three different authors migrants among the works listed in the bibliography section curated by Luatti in the text above example, pp. 189-209.
Among the classics of Italian literature any text of each of the following authors: Bianca Pitzorno, Roberto Piumini e Gianni Rodari.
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6
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M-PED/02
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36
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-
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-
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-
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Basic compulsory activities
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ITA |
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22902458 -
EDUCAZIONE PSICOMOTORIA - BASE
(objectives)
How can psychomotor activity contribute to body-mind balance? To what extent is this indispensable for children's intellectual development and growth? The reference concepts in the evolution of psychomotor activity are derived, first and foremost, by examining pre- and neonatal motility and, secondly, by analyzing psychocorporeal expression and communication in order to ultimately clarify the aims of psychomotor action, even when physiological impairments are present.
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CAMERUCCI MAURA
( syllabus)
WHEN A CHILD IS BORN IT HAS AN EXCEPTIONALLY CAPABLE ORGANISM WITH WELL-FUNCTIONING SENSE-MOTOR SYSTEMS. FROM THE FIRST DAYS OF LIFE IT IS CAPABLE OF LEARNING ASSOCIATIONS BETWEEN STIMULI AND RESPONSES AND THE ROLE OF MEANING AND FAMILIARITY OF EVENTS BECOMES IMMEDIATELY IMPORTANT. IT PAYS PREFERENTIAL ATTENTION TO THOSE FACTORS THAT HAVE CLEAR CHARACTERISTICS SUCH AS ON-OFF, MOVING LIGHTS, INTERMITTENT SOUNDS. AS HE BEGINS TO ACQUIRE INNER REPRESENTATIONS OR PATTERNS OF PHENOMENA, HE FOCUSES ON SITUATIONS THAT RESEMBLE FAMILIAR ONES OR ARE MODERATELY DIFFERENT BECAUSE OUR BRAIN IS DIVIDED INTO TWO HEMISPHERES, EACH OF WHICH RECEIVES INFORMATION AND SENDS SIGNALS ALSO TO THE OPPOSITE SIDE OF THE BODY. FUNCTIONS AS A CONTROL AND SORTING CENTRE CAPABLE OF ACTIVATING THIS OR THAT PATHWAY TO PERFORM A TASK EFFICIENTLY: EACH COMPONENT HAS A ROLE IN RELATION TO THE OTHERS.
THESE ARE DEVELOPMENTAL DYNAMICS THAT THE CHILD GOES THROUGH DURING CERTAIN PERIODS AND THROUGH WHICH HE BECOMES FAMILIAR WITH PEOPLE, OBJECTS AND EVENTS THAT IN TURN ENABLE HIM TO UNDERSTAND OTHERS OF GREATER COMPLEXITY OR DIFFICULTY.
HOW CAN PSYCHOMOTRICITY CONTRIBUTE TO BODY-MIND BALANCE? TO WHAT EXTENT IS IT INDISPENSABLE TO A CHILD'S INTELLECTUAL FORMATION AND GROWTH? THE REFERENCE CONCEPTS ON THE EVOLUTION OF PSYCHOMOTRICITY ARISE FIRSTLY FROM THE EXAMINATION OF MOTILITY IN THE PRE- AND NEONATAL AGE AND, SECONDLY, FROM THE ANALYSIS OF PSYCHO-BODY EXPRESSION AND COMMUNICATION WITH THE AIM OF ULTIMATELY CLARIFYING THE AIMS OF PSYCHOMOTOR ACTION EVEN IN THE CASE OF PHYSIOLOGICAL DEFECTS.
( reference books)
M. CAMERUCCI, “LA RELAZIONE EDUCATIVA NELLA TRADIZIONE DEI SAPERI”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “EQUILIBRIO FRA MENTE E CORPO”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “LE VIE DELL’APPRENDIMENTO: DALLA PERCEZIONE ALL’INTEGRAZIONE”, MORLACCHI, PERUGIA, 2006
E. BONCINELLI, “LA VITA DELLA NOSTRA MENTE”, LATERZA, BARI, 2011
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6
|
M-PED/01
|
36
|
-
|
-
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-
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Basic compulsory activities
|
ITA |
|
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Optional group:
comune Orientamento unico A SCELTA - (show)
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22902185 -
TRAINING AND EDUCATIONAL APPLICABILITY
(objectives)
Use the training intervention for the reduction of social risk and distress, for the professional, social and cultural integration of subjects at risk, using appropriate methods and strategies. Methods and strategies to enhance the educational opportunities for the development of individuals and groups.
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SANTARONE DONATO
( syllabus)
COMPRENDERE LA NOZIONE DI FORMAZIONE IN RELAZIONE ALL’EDUCAZIONE DEGLI ADULTI.
DEFINIRE I BISOGNI FORMATIVI DEI LAVORATORI E L’EDUCAZIONE PERMANENTE.
APPROFONDIRE ALCUNE ESPERIENZE FORMATIVE NELL’AMBITO DELLA FORMAZIONE DEI LAVORATORI, DEGLI IMMIGRATI, DEI GIOVANI CON BASSI LIVELLI DI SCOLARITÀ.
DEFINIRE ALCUNI TEMI DELLA PROSPETTIVA EDUCATIVA GRAMSCIANA: EGEMONIA E PEDAGOGIA, IL RAPPORTO TRA PEDAGOGIA E POLITICA, LE STRUTTURE MATERIALI DELL’IDEOLOGIA, IL “CONFORMISMO DINAMICO”, LA FORMAZIONE POLITECNICA, L’UNITÀ DI LAVORO E ISTRUZIONE, IL NUOVO PRINCIPIO EDUCATIVO.
NELLE LETTERE DAL CARCERE, IN PARTICOLARE, È PRESENTE IN MODO ESPLICITO E IMPLICITO UNA DIMENSIONE FORMATIVA ED EDUCATIVA NEI CONSIGLI E NEI DIALOGHI CON I FIGLI, CON LA MOGLIE E CON LA COGNATA E IN TANTE RIFLESSIONI E BREVI NOTE SU LIBRI, AUTORI, EVENTI STORICI E CULTURALI CHE L’AUTORE RITIENE IMPORTANTE FISSARE E ANALIZZARE (E CHE VERRANNO PIÙ COMPIUTAMENTE ARGOMENTATI NEI QUADERNI DEL CARCERE).
( reference books)
TESTI D’ESAME
1. ANTONIO GRAMSCI, LETTERE DAL CARCERE. 1926-1937, A CURA DI ANTONIO A. SANTUCCI, SELLERIO, PALERMO 2013.
NOTA BENE: VA UTILIZZATA ESCLUSIVAMENTE QUESTA EDIZIONE PER RAGIONI DI COMPLETEZZA.
2. FRANCESCO SUSI, EDUCARE SENZA ESCLUDERE. STUDI E RICERCHE SULLA FORMAZIONE, ARMANDO, ROMA 2012.
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6
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M-PED/03
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30
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-
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-
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-
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Related or supplementary learning activities
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ITA |
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22902186 -
EDUCATION FOR DEVIANCY AND MARGINALITY
(objectives)
The course means to introduce the student to the thematic ones of the uneasiness and the marginality in the pedagogical perspective reported to the minor and to the adolescent, second the following purposes: - to know the complexity of the tipologie of deviance and marginality; - to in existence analyze the educational strategies put in the different truth; - to analyze to the knowledge and knowing to make specific of the engaged professional educator in the educational development of the minors; - to stimulate a greater knowledge of own professional himself; - to consolidate relative acquaintances to the relational members.
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DE ANGELIS BARBARA
( syllabus)
- LINEAMENTI DI METODO NELL’INTERVENTO EDUCATIVO CON IL DISAGIO, LA MARGINALITÀ E LA DEVIANZA MINORILE
- PREVENZIONE DEL RISCHIO, EDUCAZIONE COME PREVENZIONE
- PEDAGOGIA E DIDATTICA DELL’EMERGENZA
( reference books)
- DE ANGELIS B., E COME EDUCATORE. GLOSSARIO DI UNA PROFESSIONE POLIEDRICA, ANICIA, ROMA, 2013
- COSTA C., DE ANGELIS B., PALLINI S., TRA REALE E IRREALE. GIOVANI AI MARGINI, FRANCO ANGELI, ROMA, 2012
- ISIDORI M.V., VACCARELLI A., PEDAGOGIA DELL’EMERGENZA. DIDATTICA DELL’EMERGENZA. I PROCESSI FORMATIVI NELLE SITUAZIONI DI CRITICITÀ INDIVIDUALI E COLLETTIVE, F. ANGELI, MILANO, 2013
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6
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M-PED/03
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36
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-
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-
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-
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Related or supplementary learning activities
|
ITA |
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Università Roma Tre