The course teaching objectives are the following:
1) to get knowledge of the main historical-educational transformations (form both a legislative and pedagogical viewpoint) of the Italian School since the post-unitary age to present;
2) to get knowledge of the history of teacher training, with particular consideration to primary school teachers, from post-unitary age to present;
3) to get knowledge of some aspects of the most innovative pedagogical thought between the Nineteenth and Twentieth centuries, by reading some classics authors in History of Pedagogical Thought;
4) to understand the difference between History of the institutions and the Annalistic school of History, through the use of literary and autobiographical sources of history of school and educational institutions.

1. Saverio Santamaita, Storia della scuola. Dalla scuola al sistema formativo, Pearson, (latest edition).
2. F. Borruso (Eds.), Memoria, infanzia, educazione. Modelli educativi e vita quotidiana fra Otto e Novecento, Roma Tre Press, 2021 (essays: Covato, Borruso, Palombo, Cantatore, Zizioli).
3. John Dewey, Scuola e società, Editing and Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018.
4. Giuseppe Lombardo Radice, Come si uccidono le anime, cura e introduzione di L. Cantatore, ETS, Pisa, 2020

This teaching is proposed for increasing or encouraging the comprehension of
- the relationship between the didactic and personal culture of the teacher and the flexibility of his/fer didactic action
- the connection between didactic actions and actions of the media
- the centrality of the child in the didactic actions chosen by the teacher, as dictated by the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione”

MIUR, Indicazioni Nazionali per il curricolo della scuola dell'infanzia e per il primo ciclo di istruzione, 2012
BRUNO CIARI, Le nuove tecniche didattiche, edizioni dell'Asino, 2012
PASI SALHBERG, Lezioni finlandesi, Armando Editore, 2020
SONIA COLUCCELLI, Montessori incontra... Intrecci pedagogici tra scuola montessoriana e didattiche non tradizionali, Erickson, 2108
GIANNI RODARI, Grammatica della fantasia, Einaudi

The course main objective is to illustrate and define the main lines of educational research and to provide students with the principal evaluation tools.
- Issues and strategies for educational research.
-The construction of the research: identification of problems and research objectives, construction of the theoretical framework, formulation of hypotheses, operational definitions, types of variables, relationships between variables
- Collection of data: qualitative and quantitative techniques
- Coding, data analysis and hypothesis-testing: processing of statistics and bivariate statistics
- learn how to critically redraft hypotheses
- identify paths to solve educational issues.

Domenici, G., Lucisano, P. & Biasi V. (2021). Ricerca sperimentale e processi valutativi in educazione. Milano: McGraw-Hill Education.
Castellana, G. (2020). Insegnare a d apprendere a leggere. Roma. Armando editore
Castellana G. (2018). Dimmi come leggi. Questionario e itinerari didattici sulle strategie di lettura per la scuola secondaria di primo grado. Milano: LED.
Additional contents will be available during the course

The course aims to provide the basic elements of general chemistry, history, and epistemology of chemistry, to achieve the necessary methodological skills for the subject teaching.
Topics: states of aggregation and particle model of matter, Periodic Table of the elements, chemical bonds, solutions, acids and bases, electrochemistry.
Particular emphasis will be given to the interpretation of chemical and chemical-physical phenomena by particle model of matter, and to the historical paths that led to the distinction between atoms and molecules.
The basic concepts and their historical-epistemological foundations will be treated jointly with issues relating to chemical education in kindergarten and primary school, the implications of which affect more general pedagogical issues related to the school and preschool age.

Handouts written by the teacher and related presentations used during the lessons.
Any general chemistry high school textbook covering the topics on the program.
Magrone P. Millan Gasca A. "Children and scientific thought. The work of Mary Everest Boole". Carocci, 2018.
Hoffmann, R. "Mirror chemistry". Longanesi, 2006.
Open-access articles indicated by the teacher.

Course title: Education in preprimary and primary school

Course program:
General Pedagogy concerns the theoretical and practical training in the general education of the future teacher in kindergarten and primary school. The General Pedagogy is a basic discipline in the curriculum of teacher education and is preliminary to any other discipline. For this reason, its study is considered crucial for acquiring the necessary scientific language to understand the epistemological articulation, historical, methodological and introduces the pedagogical knowledge in the context of international development of science education and the definition of the pedagogical theory. The discipline forms to the analysis and understanding of the educational process with critical reflection on the elements that characterize the educational action taking into account the centrality of the person, who is the origin and end of the speech on education. The consideration of the anthropological background which is rooted in the school of the future teacher requires an open mind formation and a professional competence constantly updated. Teachers should be able to respond to the contemporary challenges which make problematic the issue of child development. The study of pedagogy relies on the production of meaning and educating considers relevant contributions of authors and schools of thought that mark the path of transformations that are partially consolidated, such as historical one, and partly on the move, as the becoming of the same education of teacher. The dynamic interaction between possessed knowledge and acquired knowledge allows you to enter the heart of the educational problems and address them with the necessary knowledge. The route leads to the definition of the profile of the teacher in Italy and in Europe, through the knowledge of the formative history outlined by educators and pedagogues who generated scientific theories and scientifically relevant practices starting from their school experience. The connective tissue of the different phases of teaching considers the balance between theory, practice, and development, which is the definition of a triple identity: subject, object, knowledge context. The identity of the human person, the subject who knows; the disciplinary identity, an object of knowledge; the identity context of the result of the active interaction between subject and object. From an ethical point of view, a specific point concerns the humanistic perspective of values that educate generations who live in school their first experience of educating the community and whole responsibility.

Reference books
Books for the following a typology of 6 groups of students, according to the required CFU.
Please read the file titled “Organizzazione del corso di Pedagogia generale” Organisation of the course of General Pedagoy” (formonline).
Consider also the bibliography of the Laboratory of General Pedagogy.
Presentation (May) of the Manual of General Pedagogy (MGP) which is the Study Report written by the student.
Reference books

Books for the following a typology of 6 groups of students, according to the required CFU.

Please read the file titled “Organizzazione del corso di Pedagogia generale” Organisation of the course of General Pedagoy” (formonline).
Consider also the bibliography of the Laboratory of General Pedagogy.
Presentation (May) of the Manual of General Pedagogy (MGP) which is the Study Report written by the student.

□ Group 1: 8 CFU
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, online.
2) Chistolini S., Decoding the Disciplines in Pedagogia. Epistemologia e metodologia della formazione per una buona pratica di preparazione universitaria degli insegnanti, in “Il Nodo. Per una pedagogia della persona”, anno XXI, n. 47, Nuova Serie, dicembre, 2017, pp. 35-52 online.
3) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
4) Chistolini S., (Ed.), L’Asilo nel Bosco. La scuola aperta alla comunicazione sul territorio tra arte e comunità, Franco Angeli, Milano, 2021.
5) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano, 2013.
6) A classic book of pedagogy assigned by the teacher with an identification number.

□ Group 2: 6 CFU
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, online.
2) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
3) Chistolini S., (Ed.), L’Asilo nel Bosco. La scuola aperta alla comunicazione sul territorio tra arte e comunità, Franco Angeli, Milano, 2021.
4) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano, 2013.
5) A classic book of pedagogy assigned by the teacher with an identification number.

□ Group 3: 5CFU
1) Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81, online.
2) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
3) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Franco Angeli, Milano, 2016.
4) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Milano, Franco Angeli, 2013.
5) A classic book of pedagogy assigned by the teacher with an identification number.

□ Group 4: 4CFU
1) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
2) Chistolini S., Pedagogia della natura. Pensiero e azione nell'educazione della scuola contemporanea: Asilo nel Bosco, Jardim-Escola Joao de Deus, Outdoor education, Franco Angeli, Milano, 2016.
3) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano, 2013.
4) A classic book of pedagogy assigned by the teacher with an identification number.

□ Group 5: 3CFU
1) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
2) Chistolini S., Pedagogia generale. Insegnamento, scienza, disciplina, Franco Angeli, Milano, 2013.
3) A classic book of pedagogy assigned by the teacher with an identification number.

□ Group 6: 2CFU
1) Chistolini S., Il Fondo Pizzigoni. Il metodo sperimentale nella scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
2) A classic book of pedagogy assigned by the teacher with an identification number.

Further information: sandra.chistolini@uniroma3.it

Contents of the Laboratory
Laboratory Title: Pedagogical principles and respect in education

Laboratory program

The Laboratory of General Education aims to raise awareness, to know and compare pedagogy of different school searching for innovation, according to three basic articulations: prevention as the action to contrast social exclusion, training as the formation of the human person, work culture for the person, community and society. The methodology is called M.I.T.E. acronym which means Multiple Interaction Team Education and it is based upon the active participation of the students who have the task to build new pedagogic knowledge.

Reference books and tools

1. Chistolini S., La formazione universitaria in Pedagogia secondo la metodologia dell’interazione umana intesa alla definizione della conoscenza condivisa, in “Rassegna CNOS”, anno 31, n. 3, 2015, pp. 69-81 (online).
2. Chistolini S., Il Fondo Pizzigoni.Metodo sperimentale e scuola dell’infanzia nei Diari di Sara Bertuzzi, Franco Angeli, Milano, 2020.
3. Chistolini S., La formazione degli insegnanti alla pedagogia Waldorf. Biografia della Scuola Rudolf Steiner di Roma, Franco Angeli, Milano, 2018.
4. Chistolini S., Scienza e formazione. Manuale del laboratorio universitario di pedagogia, Franco Angeli, Milano, 2006.
5. Chistolini S., Etica ed estetica nella scuola dell’infanzia di ispirazione pizzigoniana, in “Le Nuove Frontiere della Scuola”, anno VII, n. 20, luglio, 2009, pp. 25-30.
6. Chistolini S., Piccole vittime da proteggere. Identificare e affrontare le conseguenze della vittimizzazione dei bambini esposti alla violenza domestica, Libellula, Tricase (LE), 2017.
7. Chistolini S., (a cura di), L’Asilo nel Bosco. La scuola aperta alla comunicazione sul territorio tra arte e comunità, Franco Angeli, Milano, 2021.
8. Link ad articoli specificamente riferiti al Laboratorio
9. Personal computer, Word document, PowerPoint, digital camera, mobile telephone, tablet to be used during the university meetings.

Further information
Email: schistolini@uniroma3.it

The schedule includes multiple actions of the workshop in the situation.

To reflect on writing as a technology (origin, main characteristics) and its changes
To practice handwriting and typing to reflect about the educational implications that result from these experiences

Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione
Roberto Maragliano, Luca Vitali, Videoscrivere in classe, in Scaffale Maragliano

The aim of the course is to provide the students with basic methodologies and knowledge in the field of Pedagogy and Didactics of Music. The course programme is divided in two parts: the first is devoted to the fundamentals of music theory (acoustics, notation, musical forms, etc.), to a survey of musical history connected with listening and analysis of exemplary works of both written art music and non-written traditions; to Raymond Murray Schafer's pedagogy of music; the second part is focused on the following topic: Dance as expression of feelings: P. I. Cajkovskij’s Three great Ballets.

The examination textbooks are the following: O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 and reprinted versions; A Survey of history of Western music, in Musica, Le Garzantine, Milano, Garzanti 1996 and updated editions, pp. 1009-1042; R. Murray Schafer, Educazione al suono, Milano, Ricordi, 1998;J. Warrack, Ciajkovskij. I balletti, Milano, Rugginenti-Volontè, 1994-2015. For the performance: for the Swan Lakeil to the edition Fonteyn-Nureyev https://www.youtube.com/watch?v=TrODO0RfEtM; for the Sleeping Beauty to the edition Vishneva-Bolle https://www.youtube.com/watch?v=RkAHSXki4eI ; for The Nutcracker to the editon Nureyev-Park https://www.youtube.com/watch?v=w3MfkuJSY6Iper.

The workshop offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School through active and guided listening. The workshop includes five meetings in which are planned concerts, films, practical activities, interviews with musicians, musicologists, personalities of the musical world guided by the teacher.

The specific bibliography about the topics of each lesson will be offered to the students by the teacher during the workshop.

The course integrates with exercises and insights the activities planned by the co-teacher titular colleague, with whom the lessons will be coordinated. In particular, arguments from the following list:


1. What is mathematics?
2. Natural numbers and numbering systems
3. The integers
4. Elementary arithmetic
5. Rational numbers
6. The real numbers and the continuum
7. Geometric thought and Euclidean geometry
8. Algebra, geometry and the concept of space
9. Mathematical analysis
10. Axiomatic mathematics
11. Probability
12. Applied mathematics and modeling
13. Returning mathematics to culture

- Giorgio Israel e Ana Millán Gasca "Pensare in matematica Edizioni" Zanichelli 2012
- Alessandro Gimigliano e Leonardo Peggion “Elementi di matematica” UTET

Naive set theory: Elements of set theory, Operations between sets, sets of numbers, functions, Operations and algebraic structures
History of the concept of number: The origins, counting, positional system, in Roman, Egyptian, Greek, Sumerian numerals, ...
Natural Numbers: Peano's Axioms, Operations on naturals, divisibility criteria, prime numbers, GCD and lcm, row and column calculations, sequences and progressions
Integers: Divisions with remainder, congruence classes and different arithmetic
Rational Numbers: Operations on rationals, fractions as operators, ordering of rational numbers, decimal representation, percentages and proportions
Real and Complex numbers: what are real numbers, algebraic and literal calculus, complex numbers
Calculation of probability: naive probability and properties of probability
Euclidean geometry: angles, polygons, triangles, regular polygons, circle, Pythagorean theorem, Polyhedra, Prisms and Pyramids
Analytical geometry: of the plane and of space

Alessandro Gimigliano e Leonardo Peggion "Elementi di matematica" UTET 2018

The course will initially analyze the periodization of late modern history.
During the first semestral class the aim is to thoroughly examine key historical breaking points from the so called ‘double revolution’ (french revolution - industrial revolution). Then, the class will study the european restoration, the liberal revolutions, the rise of newly born nations, social and welfare issues and finally the development and crisis of imperialism.
A specific look will be turned to the British political-institutional model.
The second class will examine world war one and the consequences of peace, the rise of totalitarian movements, the Great Depression, world war two, the cold war, the bipolar world and its end.

For those who must gain 7 to 8 credits:
Fulvio Cammarano, Maria Serena Piretti, Giulia Guazzaloca, STORIA CONTEMPORANEA. Dal XIX al XXI secolo, Mondadori Education, 2015
Luca Tedesco, La proposta antiprotezionista. I liberisti in Italia dalla crisi di fine Ottocento al fascismo, Mondadori-Le Monnier, 2021
Maurizio Ridolfi, Italia e italiani in prospettiva transnazionale nei secoli XIX-XXI, Pearson, 2020 (with the exception of parts I and II)

For those who must gain 5 to 6 credits:
Luca Tedesco, La proposta antiprotezionista. I liberisti in Italia dalla crisi di fine Ottocento al fascismo, Mondadori-Le Monnier, 2021
Maurizio Ridolfi, Italia e italiani in prospettiva transnazionale nei secoli XIX-XXI, Pearson, 2020 (with the exception of parts I and II)


For those who must gain 3 to 4 credits:
Luca Tedesco, La proposta antiprotezionista. I liberisti in Italia dalla crisi di fine Ottocento al fascismo, Mondadori-Le Monnier, 2021

For those who must gain 1 to 2 credits:
L. Tedesco, La crisi fin de siècle. I liberisti italiani e il modello britannico, Mondadori-Le Monnier, 2019

In this course are describe the main features of the systemic approach applied to teaching. the point of view concerns the inclusive processes which should characterize the school and the odient society.
In particular the aims and the purposes are:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify methods and instructional strategies by integrating learning models and teaching schemes
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements that characterize the educational planning and teaching strategies
- analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence
- investigate the perspective of Disability Studies and their critical vision of school policies
- analyze the thought and work of Lev Vygotsky also in the perspective of inclusion
- analyze in depth the theory of multiple intelligences by Howard Gardner
- analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design
- analysing and testing inclusive teaching (for differences)
- identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments
- analyze the impact of new digital media on the learning process and related instructional strategies
- explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories.
- analysing and discussing social representations (particularly those conveyed by the media) of disability and diversity

10 CREDITS TO BE CARRIED OUT (TOTAL OF CFU OF THE PROGRAM)

BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

MEDEGHINI R., D'ALESSIO S., MARRA A.D., VADALÀ G., VALTELLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/

DEMO H. (A CURA DI), Didattica delle differenze. Proposte metodologiche per una classe inclusiva, Erickson, Trento, 2015.


9-8 CREDITS TO BE CARRIED OUT

BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/

7-5 CREDITS TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.


4-3 CREDITS TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

2-1 CREDITS TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

Within the perspective of school inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of inclusive education as a fundamental variable to guarantee the quality of processes and fairness in kindergarten and primary school.

Specifically, during class, the theoretical and applicative principles that are the basis of the most important learning theories and the most effective didactic models will be proposed, with reference to inclusive education.

The lessons in presence will be proposed both in interactive frontal mode, and through exercises in order to develop in an operational profile the interdependence existing between the pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important learning theories, and inclusive teaching.

Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive education in the contexts of formal education with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education.

In particular, the teaching will be divided into several successive and unrelated modules:
- in the first module, the theoretical-applicative principles and the concepts that are at the basis of inclusive teaching will be taken into consideration;
- in the second module, the characteristics of the students with special educational needs will be analyzed, and educational activities useful for the development of the study method in the inclusive perspective will be presented;
- in the third module, we will deepen the methods of organizing the teaching for the preparation of an inclusive lesson;
 - in the fourth module, a critical analysis of the current national guidelines for the curriculum and their recent revision will be carried out;
- in the fifth module, the ICF model of "human functioning" and its impact on the design of an individualized educational plan (Pei) strongly connected with the programming of the section or class will be presented;
- in the sixth module, an inclusive teaching activity will be designed in which the teacher works in close collaboration with the support teacher using musical language.

Bocci, F., De Angelis, B., Fregola, C., Olmetti Peja, D., Zona, U. (2016). Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi. Lecce: Pensa Multimedia.
Rizzo, A. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.
Traversetti, M. (2021) Insegnare storia e geografia agli allievi con dislessia. Roma: Carocci.
Chiappetta, L. (2020). Come fare sostegno a scuola. Roma: Anicia.
Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.
Miur (2018). Indicazioni nazionali e nuovi scenari.

The main purpose of this course is to develop, to strengthen or improve students’ pedagogic consciousness about the presence and use of technologies at school and into society.

- Gino Roncaglia, L'età della frammentazione. Cultura del libro e scuola digitale, Laterza, Bari, 2020
- David Weinberger, Caos quotidiano. Un nuovo mondo di possibilità, Codice, Torino, 2020
- David Buckingham, Un manifesto per la media education, Mondadori Università, Milano, 2020

The lessons will be mainly dedicated to the identification of strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Reading aloud, animated reading, the construction of the reading environment, the physical relationship with the book-object, reading images, the places where reading is promoted (crèche, school, library, playroom, home, etc.), the creative relationship between narration, reading and writing: these are just some of the major themes that cross and determine the complex relationship of children with literary and iconic texts and that need to be tackled with care and pedagogical professionalism in order to combat the serious problem of young people moving away from reading practices and the use of literary texts.
Alongside these theoretical aspects, Professor Cantatore's lectures will be characterised by:
1. appropriate historical focus to identify the most important steps in the progressive formation of a literary tradition specifically dedicated to early childhood;
2. practical demonstrations of how a book can be read to/with children (in this case the active participation of the students is envisaged).
During the course, film adaptations of literary texts for children will be screened and writers, illustrators, critics, publishers, booksellers, educators and teachers specialised in children's literature will be invited to give lectures.

Manuale:
• Susanna Barsotti, Lorenzo Cantatore (a cura di), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Editore Carocci, Roma 2019

Testi critici:
• Maurice Sendak, Caldecott & Co., Edizioni Junior, Parma 2021
• Giuseppe Lombardo Radice, Come si uccidono le anime, ETS, Pisa 2020

Albi illustrati:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Rosa Bianca, La Margherita

Romanzi (da leggere in edizione integrale):
• Charles Dickens, Le avventure di Oliver Twist (edizione consigliata Rizzoli)
• Johanna Spyri, Heidi (edizione consigliata Giunti)
• Edmondo De Amicis, Cuore (edizione consigliata Feltrinelli)
• Mark Twain, Le avventure di Huckleberry Finn (edizione consigliata Rizzoli)
• L. Frank Baum, Il meraviglioso mago di Oz (edizione consigliata Feltrinelli)
• P. Lyndon Travers, Mary Poppins (edizione consigliata Rizzoli)
• Michael Ende, La storia infinita (edizione consigliata Salani)
• Roald Dahl, Il G.G.G. (edizione consigliata Salani)

The course in Children's Literature is aimed at future kindergarten and primary school teachers, in order to provide them with hermeneutical, didactic, historiographic, linguistic, playful and iconographic tools which will help them to approach the reading of books destined for children with the necessary pedagogical awareness.
The aim of the course is to provide the historical, theoretical, conceptual and methodological foundations of children's literature.
The course aims to analyse the concept of children's literature, a discipline whose historical development will be explored in depth, focusing on both its classic and contemporary characteristics. The lessons will also seek to shed light on the many stereotypes and misconceptions about this literature, generally seen as simple or serene entertainment, whereas it contains, at its best, high levels of complexity. Lessons will also be devoted to identifying strategies and methods to educate children to read and to stimulate the necessary motivational processes in them. Reading aloud, animated reading, the constraints of the reading environment, the physical relationship with the book-object, reading images, places where reading is promoted, the creative relationship between narration, reading and writing: these are just some of the major themes that cross and determine the complex relationship of children with literary texts and that need to be addressed with care and pedagogical professionalism in order to counter the serious problem of young people moving away from reading practices and the use of literary texts. These theoretical aspects of reading education will be accompanied by practical demonstrations of how a book can be read to/with children, with the active participation of the students.

Essays:
• Susanna Barsotti, Lorenzo Cantatore (eds), Letteratura per l’infanzia: forme, temi e simboli del contemporaneo, Carocci
• Susanna Barsotti, Vamba e “la grandezza dei piccoli. “Il giornalino della domenica” (1906-1911), Ancia
• Lorenzo Cantatore et al., In cerca di guai. Studiare la letteratura per l’infanzia, Junior.
For those who are interested in the subject, from the May 2022 round, the book "Vamba e 'la grandezza dei piccoli' ", can be replaced with the work edited by Emanuele Ortu "Oltre lo specchio delle bugie. Domande e riflessioni sull'identizzazione di genere nelle narrazioni per l'infanzia", Edizioni Junior, which will be published in March 2022.

Picture books:
• Leo Lionni, Piccolo blu e piccolo giallo¸ Babalibri
• Maurice Sendak, Nel paese dei mostri selvaggi, Adelphi
• Roberto Innocenti, Cappuccetto Rosso. Una fiaba moderna, La Margherita

Novels (to be read in full-length edition):
• Lewis Carrol, Le avventure di Alice nel Paese delle Meraviglie (suggested edition Rizzoli)
• Collodi, Le avventure di Pinocchio (suggested edition Feltrinelli)
• Ferenc Molnár, I ragazzi della via Pál (suggested edition Feltrinelli)
• Robert Louis Stevenson, L’isola del tesoro (suggested edition Rizzoli)
• Hector Malot, Senza famiglia (suggested edition Rizzoli)
• Vamba, Il giornalino di Gian Burrasca (suggested edition Giunti Junior)
• Astrid Lindgren, Pippi Calzelunghe (suggested edition Salani)
• Philip Pullman, La bussola d’oro (suggested edition Salani)
• Roald Dahl, Matilde

The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web.

The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web.

The course introduces to the theoretical approaches and the main concepts of developmental and educational psychology. The first part aims to provide the student with the presentation of the discipline and of its methods of study, the nature of childhood, the biological and environmental factors in the development. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional. The third part deals with instruction and education by referring to different theoretical perspectives. Finally, the course approaches some basic learning, such as representing, reading, writing and conceptualizing.

• Schaffer H. R., Psicologia dello sviluppo. Un’introduzione, Cortina.
• Aureli T., Bascelli E., Camodeca M, Di Sano S., Il bambino in classe, Carocci, 2008.
• Cacciamani S., Psicologia per l’insegnamento, Le Bussole, Carocci, 2002.
• Handouts

More informations on Formonline

The course aims to provide students with the theoretical framework and the conceptual instrumentation to observe and understand the main educational phenomena from a sociological point of view.
The course is divided into two parts. The first part proposes the analysis of the conditions that are at the basis of the socialization process, of the ways in which this process unfolds and of the function they play in it some particular agencies. The second part proposes a reconstruction of the most recent sociological debate on the subject of childhood with the rapid presentation of the main currents of thought and the results of an empirical nature on which contemporary reflection is based.

The exam texts are:
- Ribolzi L., Crescere nella società. Manuale di sociologia dell'educazione, Mondadori, 2020
- D'Amato M., Ci siamo persi i bambini. Perché l'infanzia scompare, Laterza, 2014
- Satta C., Bambini e adulti: la nuova sociologia dell'infanzia, Carocci, 2012
- Besozzi e Colombo, Metodologia della ricerca sociale nei contesti socioeducativi, Guerini, 2014

The educational system and the contribution of sociologists.
Identity paths.
The actors and the agencies in the formative processes: the family and the socialization: the generational meeting; the transmission of culture: school and teachers; informal socialization: the peer group and the mass media.
Part of the program is dedicated to early childhood and to applications to educational settings for children

Manual and text compulsory
Luisa Ribolzi, Società, persona e processi formativi. Manuale di sociologia dell'educazione, Mondadori, Milano, 2012.
Maurizio Ghisleni, Roberto Moscati, Che cos'è la socializzazione, Carocci editore, Roma.

The third compulsory text can be chosen among following books:
M. D’Amato, Ci siamo persi i bambini, Laterza, 2014
C. Caneva, S. Thuruthyil, M. Sinsin, Filosofie in dialogo. Lexikon universale India Africa Europa, Prefazione di Cecilia Costa, Mimesis, Milano 2017 (Introductionm Preface, 6 voices chosen)

For instruction regarding the course, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS COURSE AIMS AT:
- Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language.
- Providing students with sound information regarding how foreign languages are best learned and taught.
- Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers.
- Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy.
- Presenting the results of contemporary research in syntax – aiming at replacing traditional grammar, both scientifically and educationally obsolete – which will provide the basis of their grammatical teaching at school.

For instruction regarding the texts to prepare for the final examination, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

For instruction regarding the contents of the seminar, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS SEMINAR AIMS AT:
1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU.
2. Introducing students into the orthographic systems of the most representative languages of the Union.
3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life.

For instruction regarding the reading materials for the seminar, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

Reflections and evaluations of the professionalism of the teacher in kindergarten and primary school.

Cfr. Formonline - Tirocinio 2° anno

The scientific method. Evolution, theories, and hypotheses. History of life on earth. The transition from single-celled to multi-cellular organisms. Fossils. Dating methods. Organisms. The classification of organisms. Systematics and Taxonomy. Scientific nomenclature. Characteristics of algae and fungi. Plants (Bryophyte, Pteridophyte, Spermatophyte). Invertebrate animals. Vertebrate animals. The cell. Microorganisms. The human body. Skeletal system. Muscular system. Digestive system. Circulatory system. Respiratory system. Excretory system. Nervous system. Immune system. Sensory organs. Reproduction. Mendel's laws. Proposals for teaching Biology in the field and in-class settings.

Fondamenti di Biologia, Hillis David M.; Sadava David; Heller Craig H.; Price Mary V.. Editore Zanichelli

Office Hours: every day of the week by appointment by email: valentina.savo@uniroma3.it

Course content
Course title: Person and education between intercultural perspective and citizenship

Course programme:
Intercultural and Citizenship Pedagogy is one of the fundamental courses in the curriculum for students who become teachers of Primary School. The discipline aims at forming the knowledge and competences related to intercultural and citizenship education in consideration of the international migration and the recent introduction of “Constitution and Citizenship” as a new compulsory subject in the national curriculum. The knowledge of the Italian Constitution leads the students to the identification of the political and socio-cultural values and understanding the meaning of the resources and strategies for active citizenship education in the multicultural society and multi-faith context. Special attention concerns the migration of children in the Third Millennium. The research in school educates new teachers for social inclusion with action against cultural prejudices, racism, and social discrimination. The concepts of peace, tolerance, solidarity, and responsibility as inclusive citizenship open to challenge in the face of persistent migration that increasingly involves refugee children, unaccompanied at risk of dropping out.

Reference books
1. Mounier E., Il personalismo, AVE, Roma, 2004.
2. Maritain J, L’educazione al bivio, La Scuola, Brescia, 1975.
3. Giroux H., Educazione e crisi dei valori pubblici. Le sfide per insegnanti, studenti ed educazione pubblica, La Scuola, Brescia, 2014, oppure Nosengo G., La persona umana e l’educazione, a cura di Luciano Corradini, La Scuola, Brescia, 2006.
4. King, Martin Luther, La forza di amare, SEI, Torino, 1970, oppure Haley, A., Autobiografia di Malcolm X, X. Malcolm, Einaudi, Torino, 1967.
5. Gandhi (mahâtmâ) Radhakrishnan, S., Antiche come le montagne, Edizioni di comunità, Milano, 1983, oppure un altro libro dello stesso Autore.
6. Chistolini S., Lastrucci E., Porcarelli A., Giovani europei e cittadinanza. Lo studio sugli adolescenti italiani nel contesto della ricerca internazionale sull’identità politica, Pensa Multimedia, Lecce, 2018.
7. Costituzione della repubblica italiana, on line e Lezioni sulla Costituzione a Roma Tre https://www.radioradicale.it/scheda/553415/la-scuola-a-roma-tre-lezioni-sulla-costituzione
8. Corradini L., Mari G. (a cura di), Educazione alla cittadinanza e insegnamento della Costituzione, Vita e Pensiero, Milano, 2019.
9. Cerini G. (a cura di), Competenza è cittadinanza. Idee, fonti, proposte operative (con il testo della legge 20 agosto 2019, n. 92 sull'insegnamento dell'educazione civica), Maggioli, Santarcangelo di Romagna, 2019.
10. Höltgen D. et al., Living together. Combining diversity and freedom in 21st-century Europe. Report of the Group of Eminent Persons of the Council of Europe, Council of Europe, Strasbourg, 2011 gratis al link https://book.coe.int/fr/search?controller=search&s=living+together
11. Gomes R. et al., Bookmarks Manuale per combattere i discorsi d'odio online attraverso l'educazione Manuale per combattere i discorsi d’odio online attraverso l'educazione ai diritti umani, Council of Europe, Strasbourg, 2016 gratis al link https://book.coe.int/fr/search?controller=search&s=Bookmarks+Manuale+per+combattere+i+discorsi+d%27odio+online+
12. Jackson R., Signposts – Politiche e pratiche per l’insegnamento delle religioni e delle visioni del mondo non religiose nell’educazione interculturale, Council of Europe, Strasbourg, 2018 gratis al link https://book.coe.int/fr/droits-de-l-homme-citoyennete-democratique-et-interculturalisme/8164-pdf-signposts-politiche-e-pratiche-per-linsegnamento-delle-religioni-e-delle-visioni-del-mondo-non-religiose-nelleducazione-interculturale.html
13. A book to be chosen from those listed under numbers 8. 9. 10.
14. Un libro assegnato in aula dalla docente in base al numero identificativo dello/a studente/ssa: bambini migranti, educazione alla non violenza, diritto all’istruzione, cittadinanza democratica.

CFU and books for the examination

8 CFU books from 1 to 14
6 CFU books from 1 to 10
5 CFU books from 1 to 7
4 CFU books from 6 to 14
3 CFU books from 7 to 9
2 CFU books from 7 to 9

Further information
Email: schistolini@uniroma3.it

The course will focus on Educational Assessment and more specifically on the following key topics:

1) development lines, theoretical framework and methods of empirical and educational research in education;

2) design of empirical research in education: problem, hypothesis, experiment, observation, conclusion (hands-on practical assignments).

Gaetano Domenici, Pietro Lucisano, Valeria Biasci (a cura di, 2021), Ricerca sperimentale e processi valutativi in educazione, Mc Graw-Hill. Totale pagine: 370
L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175.
E. Nigris, G. Agrusti, "Valutare per apprendere. La nuova valutazione descrittiva nella scuola primaria", Pearson, 2021. Torale pagine: 140.

Saggi, capitoli di libri, articoli (materiale fornito dal docente)
J. Dewey, 1939, Unity of science as social problem, trad. it. in P. Lucisano, L’unità della scienza come problema sociale, “Cadmo”, n. 22, pp. 30-35 (tot. pagine: 6)
Batini F., Bartolucci M., "Sviluppo emotivo e narrazione, dall’empowerment cognitivo alla maturazione dei processi di riconoscimento delle emozioni", in "Le emozioni nei contesti individuali e sociali", Morlacchi ed., 2019, Totale pagine: 11.
Corsini, C. (2020). Valutazione: controllo o sviluppo?. LEND. LINGUA E NUOVA DIDATTICA, 1(Numero monografico), 20-26.
I.D.M. Scierri, "Stereotipi di genere nei sussidiari di lettura per la scuola primaria", in "AboutGender - International Journal of Gender Studies", Vol. 6 N° 12 anno 2017, pp. 15-44. Totale pagine: 30.
C. Tomasetto, "Matematica per i maschi, italiano per le femmine: Stereotipi di genere e atteggiamenti verso le materie scolastiche tra genitori e figli", InMind Italia, VI, pp. 19-24. Totale pagine: 6

INTEGRAZIONI:
ESAME DA 5 o 6 CFU (solo prova orale):
Concordare due testi tra:
Gaetano Domenici, Pietro Lucisano, Valeria Biasci (a cura di, 2021), Ricerca sperimentale e processi valutativi in educazione, Mc Graw-Hill. Totale pagine: 370
L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175.
E. Nigris, G. Agrusti, "Valutare per apprendere. La nuova valutazione descrittiva nella scuola primaria", Pearson, 2021. Torale pagine: 140.
Verranno affrontati solo gli argomenti relativi ai testi concordati.

ESAME DA 2 o 3 CFU (solo prova orale):
Concordare un testo tra:
Gaetano Domenici, Pietro Lucisano, Valeria Biasci (a cura di, 2021), Ricerca sperimentale e processi valutativi in educazione, Mc Graw-Hill. Totale pagine: 370
L. Greenstein, "La valutazione formativa", Utet, Milano, 2016. Totale pagine: 175.
E. Nigris, G. Agrusti, "Valutare per apprendere. La nuova valutazione descrittiva nella scuola primaria", Pearson, 2021. Torale pagine: 140.
Verranno affrontati solo gli argomenti relativi ai testi concordati.

The Lab is aimed at developing in students skills related to inclusive education. Working Group will be carried out on individualized and personalized teaching methods and strategies, also mediated by ICT.

Educational tools given by the professor

The laboratory will offer to participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences.

During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).

Structured materials will be provided for planning.

- Rizzo A. L. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.

The course of Physics and Didactics of Physics, in addition to enriching the disciplinary knowledge, is designed to stimulate the passion for scientific adventure, constantly using the scientific method and the laboratory approach, both providing the basics and analyzing some fundamental stages of the history of physics; in order to let future teachers develop their mastery in carrying out simple experiments, both in the classroom and outdoors, with the aim of intriguing, inducing observation and conveying contents to small future students.
Contents integrate the use of different teaching methods, also through the use of computer systems, offering course students fun activities, stories and / or fairy tales dedicated to children.

Course contents:
Introduction to physics and physics education for primary education. The historical-epistemological roots of physics, the role of theories, models and laws. The principles of physics and the nature of physical quantities. Units of measurement, directly and inversely proportional quantities, scalar and vector quantities, operations with vectors.
The aspects of the natural world studied by the different branches of physics. Some examples of physical phenomena within the reach of infantile observation: position and motion of celestial bodies, gravity, lever, pendulum, uniform rectilinear motion, elasticity, attrition, light propagation, buoyancy, colours.
Elements of physics. Topics chosen in the field of mechanics, fluid dynamics, thermodynamics, wave phenomena, light, optics will be discussed, aimed at understanding the way in which scientific knowledge can be elementary and proposed to children . For example: harmonic motion, the balance of bodies, temperature, the transfer of heat.

M. Leone: Insegnare e apprendere fisica. Nella scuola dell'infanzia e primaria - Mondadori Università, ISBN: 9788861846944
U.Amaldi: Le traiettorie della fisica.azzurro, seconda ediz, Meccanica, Termodinamica e Onde. Zanichelli. ISBN: 9788808665119
Slides and documents provided at lectures, which will be made available on-line in pdf.

Forces Laboratory (demonstration experiences on the force of gravity)
Water and light laboratory (spectral decomposition of light and surface tension)
Space Laboratory (Sun, Earth, Moon and their motions)
Resources and methodology (Where to find ideas and projects for simple experiences. How to plan and structure a simple experimental activity)

Recommended text: Insegnare ed apprendere fisica. Nella scuola dell'infanzia e primaria di Matteo Leone, Mondadori Università (2020)

The workshop is oriented towards integrating theories and operational skills through the analysis, planning and simulation of didactic activities based on reading education.

Instructions will be given during the course of the workshop.

With the study of mathematics and didactics of mathematics the student will be able to achieve the following educational objectives.
- Knowledge and understanding
- Knowledge of elementary mathematics as a subject in pre-school and primary school, including mathematical concepts as well as historical and epistemological aspects.
- Understanding of main issues in mathematics primary education
- Applying knowledge and understanding
- Ability to project and guide math activities in the classroom with children
- Making judgements
- Ability to analyse the educational situations regarding mathematics teaching and children's learning of mathematics
- Communication skills
- Ability to develop and lead math talk with children, to present examples and problems
- Learning skills
- Openness to further study in depth of elementary mathematics topics, historical and philosophical research, and the evolution of goals and methods of mathematics education in the international scene.

Ana Millán Gasca 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.
Giorgio Israel, Ana Millán Gasca 2012 Pensare in matematica, Zanichelli, Bologna. (Read chap.1, chap. 2, § 4. 4, §7.1 and 7.2, § 8.5, chap. 13)
Ana Mazzitelli, Ana Millán Gasca 2021, L'abc della matematica. Carocci, Roma.

History of mathematics in preschool and primary school: contents and learning path, exercises with children.

ANA MILLÁN GASCA 2016 Numeri e forme. I bambini e la matematica. Zanichelli, Bologna.
Anna Mazzitelli, Ana Millán Gasca, Francesca Neri, Emanuela Spagnoletti Zeuli, Storia e racconto nella matematica della scuola primaria: basi didattiche e sequenza operativa, Annali online della Didattica e della Formazione Docente, special issue “Strategie e metodologie didattiche in matematica e nelle scienze”, 9(14), 2017, 209-239.

This course is designed to provide students with an overview of developmental psychopathology aimed at understanding typical and atypical behaviors during childhood and adolescence. Expected learning outcomes include the ability to identify the individual (biological and psychological) and contextual factors potentially associated with adaptive or maladaptive development. A part of the program is dedicated to early childhood and to childhood educational settings.
The course will begin with a general overview of the basic principles of developmental psychopathology with some mention of the various forms of assessment and treatment during childhood and adolescence. This will be followed by lectures aimed at acquiring basics on the following clinical pictures using DSM-5 criteria and epidemiological and etiological data from the most recent scientific research:
1. Trauma and Stress Related Disorders (Chapter 14 + slides)
2. Autism Spectrum Disorders (Chapters 5 and 6 + slides)
3. Attention Deficit Hyperactivity Disorder (Chapters 11 + slides)
4. Anxiety Disorders (Chapters 14, 15, 16, 18 + slides)
5. Mood disorders (Chapters 28 , 29 + slides)
6. Intellectual Disability (Chapters 1, 2, + slides)
7. Specific learning disorders and learning disabilities (Chapter 7 + slides)

Fabio Celi, Daniela Fontana (2015), Psicopatologia dello Sviluppo. Storie di bambini e psicoterapia. Edizioni McGraw Hill

I semester
Observation tools

II semester
Direct observation plan in kindergarten and primary school

Cfr. Formonline - Tirocinio 3° anno

The course will be taught using student-centered learning techniques, using various teaching approaches in order to stimulate students with different learning styles. Specifically, these strategies will be applied in the teaching of the topics reported below, integrating both creativity and a sound knowledge of the subject.
Introductory Lesson. Development of Ecology. Evolution. Evolution mechanisms and Speciation. Ecosystems and Biomes. Climatic changes. Relationships among living beings and Ecological pyramids. Biogeochemical cycles. Biological communities. Biodiversity. Biodiversity conservation. Ecological niches. Relationships between organisms and the physical environment. Stressors for organisms. Landscape ecology. Urban ecology. Human ecology. Ecosystem services. Strategies for teaching Ecology.

Thomas M. Smith & Robert Leo Smith, Elementi di Ecologia, Pearson Editor.
Didactic notes provided by the instructor.

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

The lab course entails the preparation and elaboration of educational projects and experiences on topics related to biodiversity and the education process aimed at its preservation. Specifically, the didactic activities are aimed at understanding biodiversity and the ecological relationships at the species and ecosystem levels, sustainability concepts and nature conservation.

NO TEXTBOOK

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

The lab course entails the preparation and elaboration of educational projects and experiences on topics related to biodiversity and the education process aimed at its preservation. Specifically, the didactic activities are aimed at understanding biodiversity and the ecological relationships at the species and ecosystem levels, sustainability concepts and nature conservation.

NO TEXTBOOK

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

The lab course entails the preparation and elaboration of educational projects and experiences on topics related to biodiversity and the education process aimed at its preservation. Specifically, the didactic activities are aimed at understanding biodiversity and the ecological relationships at the species and ecosystem levels, sustainability concepts and nature conservation.

NO TEXTBOOK

Office Hours: before or after class by appointment by email: valentina.savo@uniroma3.it

The course program is divided into six thematic areas:
1. Personality, Temperament, Social and Emotional Development, Prosocial and Aggressive behavior.
2. Implicit theories of intelligence and personality: impotence / mastery, judgments, stereotypes.
3. Educational Psychology, Culture and diversity, Learning contexts producing well-being.
4. Differences and needs in learning, Social-Cognitive Theory, Learning and Motivation.
5. School adjustment from a developmental perspective, Promoting social inclusion in educational settings: Challenges and opportunities.
6. Educating for prosociality: theorethical and methodological aspects.

1. Schaffer, H.R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina. Capitolo 4. Creare le relazioni (pp. 91-135). Capitolo 5. Lo sviluppo emotivo (pp. 137-177).
2. AA.VV. (2021). Psicologia dello sviluppo per l’inclusione. Milano - Torino: Pearson Italia.
3. Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson. Capitolo 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale (pp.101-112). Capitolo 11: Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite (pp. 113-123). Capitolo 13: Possedere e formarsi degli stereotipi (pp. 135-142). (pdf su Formorline).
4. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.
5. Vecchio (2021). L’adattamento scolastico da una prospettiva evolutiva. (pdf su Formorline).
6. Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270. (pdf su Formorline).


Per le studentesse e gli studenti iscritti alla LM in Didattica dell’Italiano come Lingua Seconda (DIL2), il programma è il seguente:

1. Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti 14/Ed. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
2. Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia. TUTTI I CAPITOLI + MyLab.
3. Vecchio (2021). L’adattamento sociale e scolastico da una prospettiva evolutiva. (pdf su Formorline).

Hands-on practical assignments aimed to develop the useful skills in order to design of empirical research in education, linked to the following phases: problem, hypothesis, experiment, observation, and conclusion of the research.

Database and research reports provided by the teacher.

The course will cover the following topics:
-The processing of information through the perceptual system: sensation and perception
-The relationship between visual and auditory perception: images and music
-Art, perception and visual communication
-The perceptual reading of the work: structural characteristics (line, form, colour)
-The psychological approach: Art Psychoanalysis, Gestalt Psychology, Experimental Aesthetics and Neuroaesthetics.
-Aesthetic experience and emotion with reference also to museum fruition.
-The construction and analysis of framing
-The construction of meaning and the question of point of view: denotation and connotation; rhetoric of images; text/image relationship
-Image/reality relationship; the ambiguity of the image; documenting reality
-Analysis of film language and its historical evolution
-Short forms of communication and audiovisual storytelling: from commercials to social media

Mastandrea, S. (2017), “Psicologia della percezione”, Carocci, Roma.

Mastandrea, S. (2015/21), “Psicologia dell’arte”, Carocci, Roma.

Telloli, M. T. (2018), “Visivo audiovisivo multimediale”, Dino Audino, Roma.

The course will cover the following topics:
-The processing of information through the perceptual system: sensation and perception
-The relationship between visual and auditory perception: images and music
-Art, perception and visual communication
-The perceptual reading of the work: structural characteristics (line, form, colour)
-The psychological approach: Art Psychoanalysis, Gestalt Psychology, Experimental Aesthetics and Neuroaesthetics.
-Aesthetic experience and emotion with reference also to museum fruition.
-The construction and analysis of framing
-The construction of meaning and the question of point of view: denotation and connotation; rhetoric of images; text/image relationship
-Image/reality relationship; the ambiguity of the image; documenting reality
-Analysis of film language and its historical evolution
-Short forms of communication and audiovisual storytelling: from commercials to social media

Mastandrea, S. (2017), “Psicologia della percezione”, Carocci, Roma.

Mastandrea, S. (2015/21), “Psicologia dell’arte”, Carocci, Roma.

Telloli, M. T. (2018), “Visivo audiovisivo multimediale”, Dino Audino, Roma.

The workshop will explore in depth some of the topics covered during the course, in particular activities of observation and critical analysis of the image (still and moving), focusing on some key issues:
-the connotative and denotative use of photographic genres
-the analysis of the rhetoric of photographic, filmic and media images
-the relationship between image and reality
-the different functions of the image
-analysis of film as a system

There are no specific texts for the workshop.

Introduction to school law - History of school law - The right to education at International and European level - The right to education according to the Italian legal order - The school system in the Constitution - The school organization - The education of disabled people - The school staff - The legal status of teachers - School managers - Teacher responsibilities (civil, criminal, administrative liability) - School inclusion - The so-called reform of the good school - Education, new technologies and personal data protection

1) M. Falanga, Diritto Scolastico. Analisi e profili, Scholé, Brescia, 2020;
in addition
2) C. Colapietro – F. Girelli, Persone con disabilità e Costituzione, Editoriale Scientifica, 2020, pages 139-197;
in addition
3) Lecture notes prepared by the professor.

The course is divided into five parts

The first part outlines the evolution of Special Pedagogy from its beginnings to current affairs, problematizing the issue it sees evolving today towards its conceptualization as Inclusive Pedagogy. In this sense, a series of questions are critically analyzed which will be read both in synchronic and diachronic terms.

The second part concerns an analysis of inclusion, in particular through the critical perspective of Disability Studies regarding current school and social policies as well as the social representations of disability (such as cultural construction) and "diversity".

The third part concerns an expansion of the point of view on inclusive processes by means of an analysis of the issue of the independent life of people with intellective impairment

The fourth part concerns Institutional Analysis and narrative Socioanalysis as perspectives of investigation transversal to the previous lines, which offer themselves as "tools" for analyzing the political, cultural and scientific issues of the topics addressed.

The fifth and last part focuses the attention on literary narratives, taking as its backdrop the figure of Raymond Carver as a narrator of otherness.

8 CREDITS TO BE CARRIED OUT (TOTAL OF CFU OF THE PROGRAM)

BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

BOCCI F., Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione, Guerini Scientifica, Milano, 2021.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUERINI I. Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli, Milano, 2020.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

FRANCESCHELLI F. Risalire la corrente. Raymond Carver tra letteratura e pedagogia, Aras Edizioni, Fano, 2021

7-6 CREDITS TO BE CARRIED OUT
BOCCI F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.

BOCCI F., Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione, Guerini Scientifica, Milano, 2021.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.


5-4 CREDITS TO BE CARRIED OUT

BOCCI F., Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione, Gueini Scientifica, Milano, 2021.

GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

DA 3 A 1 CREDITS TO BE CARRIED OUT
GOODLEY D., D’ALESSIO S., FERRI, B., MONCERI F., TITCHKOSKY T., VADALÀ G., VALTELLINA E., MIGLIARINI, V., BOCCI F., MARRA A.D. E MEDEGHINI R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.

GUELI C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.

The Laboratory of Developmental Psychology for Inclusion (1 CFU) is aimed at designing educational courses for prosociality education in Primary School according to the CEPIDEAS model (Caprara et al., 2014). The model is divided into five components, which constitute the determinants of prosocial behavior: 1) prosocial values and motivations; 2) emotional competencies; 3) empathy and perspective taking; 4) communication skills and behavioral self-regulation; 5) precursors of civic engagement.

Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.

I semester
Methodology of didactic planning

II semester
Educational intervention project either in kindergarten or primary school

Cfr. Formonline - Tirocinio 4° anno

The course aims to illustrate the strengths and weaknesses of the two main ways of learning History: the frontal one and
the interactive. The program will consist of the following points:1) the subject of the discipline;2) historiographical schools;3) sources and methods;4) the evolution of the teaching of history in the Italian school; 5) teacher training and history teaching in primary school;6) the types of history teaching in the primary school;7) the laboratory.

For those who must gain 7 to 8 credits:
Lando Landi, Insegnare la storia ai bambini, Carocci, 2006
Price Simon e Thonemann Peter, In principio fu Troia. L'Europa nel mondo antico, Laterza, 2014
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Mondadori-Le Monnier, 2019

For those who must gain 4 to 6 credits:
Price Simon e Thonemann Peter, In principio fu Troia. L'Europa nel mondo antico, Laterza, 2014
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Mondadori-Le Monnier, 2019

For those who must gain 1 to 3 credits:
Luca Tedesco, Didattica della storia. Un manuale per i futuri insegnanti della scuola primaria e dell’infanzia, Mondadori-Le Monnier, 2019.

Those who have to take the entire program can replace Landi's volume or the first three chapters of my manual "Didactics of History" with one of the following works:
1) Review of the following volume: Ricolfi and Mastrocola, The scholastic damage. The progressive school as a machine of inequality, 2021;
2) Review of the following volume: G. Ferroni, A school for the future, 2021;
3) Review of the following volume: S. Cassese, Intellettuali, 2021;
4) Review of the following volume: M.Recalcati, The lesson time, 2014 or 2021;
5) Construction of a laboratory.

The review will be sent to my institutional email address at the latest ten days before the exam session for which you will enroll.

- The ontological dimensions of Motor Education: epistemological; phenomenological; methodological; referential; formative; axiological.
- Human movement and its forms in the context of contemporary culture and values.
- Functions and structures of human movement.
- The lack of human movement: hypokinesis and motor illiteracy.
- Motor development: ontogenesis and evolution of basic motor patterns in the developmental age.
- The functional prerequisites and their structuring.
- Psycho-motor education in its various aspects and the relationships between body growth, neuro-motor and psychic development.
- The acquisition of skills and the development of coordination and conditional skills, postural patterns, in the primary school years.
- Body outline, self efficacy and resilience.
- Motor activity and socio-intellectual, emotional and moral development.
- General principles of gradualness and progressiveness in the use of human movement and the methodological - didactic variables.
- Didactic strategies, teaching styles and interdisciplinary approaches.
- From basic motor patterns to the first forms of gestures applied to sports-games and sports.
- The task of the teacher and the coach/referee/educator in starting sports activities in developmental age.

Casolo F. (2011). Didattica delle attività motorie per l’età evolutiva. Milano: Vita e Pensiero.
Coco D. (2014). Pedagogia del corpo ludico-motorio e sviluppo morale. Roma: Anicia.
Lipoma M. (2014). Educazione Motoria. Collana ontologie pedagogiche. Lecce: Pensa Multimedia.

Department of Education
Degree Course in Primary Education
2021-2022 Academic Year

ITALIAN LITERATURE AND LITERATURE EDUCATION
12 Credits 90 hours

Prof. Donatello Santarone

Title and Course Content

Reading and commentary on selected canti of Dante’s Divine Commedy


The course aims to read and comment on fourteen canti from Dante’s Comedy.
Reading these texts and interpreting them as a critical exercise of the imagination, with the consequent historical-critical commentary, will consolidate three capacities of which the critic Romano Luperini speaks: “the cognitive capacity, widening and deepening specific knowledge of the discipline and of the linguistic and cultural knowledge that is obtained from the dense network of interferences that presides over reading and interpretation; the imaginative capacity, as an existential, emotional and cultural enrichment produced by the contact with the great reservoir of imagination that is literature; the critical capacity, from education to the complexity and the problematic nature of the hermeneutical moment to the partiality and interdialogical character of every truth and to the democratic dialectic of the conflict of interpretations. These three capacities outline the many educational objectives.”
Numerous scholars and educators - Dewey, Bruner, and Gardner, but also, Italians like Malaguzzi, Lodi, and Rodari - have repeatedly supported the centrality of artistic education in learning processes. It is therefore important to underline the importance of the study of poetry for the enhancement of those qualities that are the basis of every authentic educational relationship: listening, depth, attention, critical capacity, and creativity. Poetry, in particular, makes use of a deliberately ambiguous language, based on a multiplicity of meanings, through semantic richness capable of unhinging the flat conformism of so much communication present in everyday speech, in books, in the media, and om the net.
Reading these texts will be considered for use in kindergarten and primary school, using reading aloud and student presentations as possible didactic paths. With the warning, however, that this cannot be the only approach with which one approaches literature.
The study of literature, its aesthetic and cognitive enjoyment, and the ability to be moved by beauty are assets in themselves; they presuppose a disinterested attitude towards “knowing,” a prerequisite fact of reading, in an attempt to stimulate the development of a critical and creative curiosity towards the world. We study it to enrich ourselves as women, men and citizens and also as educators and teachers. We also study it because it is only possible to construct innovative and stimulating educational itineraries for the students if we know the authors we want to use in depth, only if we consciously penetrate the depth of the polysemic richness of a literary text.
As Italo Calvino wrote about the classics of world literature, "do not believe that the classics ought to be read because they ‘serve any purpose.’ The only reason one can adduce is that reading the classics is better than not reading the classics. And if someone objects that it is not worth the effort, I will quote Cioran [...]: ‘while the hemlock was being prepared, Socrates was learning a tune on the flute. ‘What good will it do you?’ they asked, ‘to learn this tune before dying”.




Objectives

• Know how to read and comment critically on a poetic text, a narrative text and an argumentative text.
• Experience the "alienating" character of the language of poetry.
• Acquire a method of reading the texts that is impressionistic but based, as much as possible, on what the text actually says.
• Know how to connect knowledge in the different analysis of texts.
• Acquire cognitive, imaginative and critical skills.
• Experiment with didactic paths of literature for kindergarten and primary schools.

Important

In order to pass the exam with good marks, it is strongly recommended that you follow the lessons. This is not for bureaucratic obligation, but it is to carry out an educational and cultural exchange in depth with the teacher and course companions that only active participation in the lesson can allow.

Exam Texts

Please note: as much as possible, it is recommended that you use the editions listed which have been selected for the quality of the editors and translators. The texts no longer on the market can be borrowed from the library: Sistema Bibliotecario di Ateneo Roma Tre, Biblioteche Comunali di Roma e del Lazio, Biblioteca Nazionale Centrale, Biblioteca Angelica, Biblioteca Baldini, Biblioteca Universitaria Alessandrina, Biblioteca Casanatense, Biblioteca Vallicelliana, etc.

1. Dante Alighieri, Divina Commedia:

Inferno, canti III, VI, X, XXVI, XXXIII

Purgatorio, canti I, VI, XI, XXVI, XXX

Paradiso, canti I, VI, XIV, XXVII, XXXI


At least three to four of the following comments should be used for the study of the Comedy (please stick to thr this list only):

Natalino Sapegno (La Nuova Italia)
Umberto Bosco e Giovanni Reggio (Le Monnier Scuola – Mondadori Education)
Emilio Pasquini e Antonio Quaglio (Garzanti)
Maria Corti e Bianca Garavelli (Bompiani)
Anna Maria Chiavacci Leonardi (Mondadori o Zanichelli)
Giorgio Inglese (Carocci)
Saverio Bellomo e Stefano Carrai (Einaudi: ad oggi sono disponibili Inferno e Purgatorio)
Enrico Malato (Salerno)
Robert Hollander, Simone Marchesi (Loescher).
2. Marco Santagata, Dante. Il romanzo della sua vita, Mondadori, Milano 2020.

3. Critical contributions on the Comedy by classical and contemporary authors available in pdf on the Formonline platform starting from the beginning of the course (October 2021).
4. One classic text of Italian literature to be chosen from the following:
• Francesco Petrarca, Canzoniere, poesie: 1 Voi ch’ascoltate, 35 Solo et pensoso, 90 Erano i capei d’oro, 126 Chiare, fresche et dolci acque, 234 O cameretta, 272 La vita fugge. Si consiglia uno dei seguenti commenti: M. Santagata (Mondadori 2018), U. Dotti (Feltrinelli, 2013), G. Contini – D. Ponchiroli (Einaudi 2005).
• Giovanni Boccaccio, Decamerone, novelle: II 5 Andreuccio da Perugia a Napoli, III 1 Masetto da Lamporecchio ortolano dalle monache, IV 5 Lisabetta da Messina (novella del vaso di basilico), V 4 Ricciardo Mainardi e Caterina, la figlia di Lizio da Valbona (novella dell’”usignolo. Si consiglia uno dei seguenti commenti: V. Branca (Einaudi, 2005), A. Quondam (Rizzoli, 2013), A. E. Quaglio (Garzanti, 2015).
• Carlo Goldoni, La locandiera, a cura di Guido Davico Bonino, Mondadori, Milano 2017.
• Alessandro Manzoni, I promessi sposi. Storia della colonna infame, a cura di Salvatore Silvano Nigro, Einaudi, Torino 2015.
• Giacomo Leopardi, Canti: L’infinito, A Silvia, Canto notturno di un pastore errante dell’Asia, Imitazione. Si consiglia uno dei seguenti commenti: G. Contini (Sansoni, 1998), F. Gavazzeni – M. Lombardi (Rizzoli, 1998), F. Bandini (Garzanti, 2007), U. Dotti (Feltrinelli, 2016), N. Gallo – C. Garboli (Einaudi, 2016).
• Giovanni Verga, Tutte le novelle, a cura di Carla Riccardi, Mondadori, Milano 2017 (solo le raccolte Vita dei campi e Novelle rusticane).
• Italo Svevo, La coscienza di Zeno, a cura di Mario Lavagetto, Einaudi, Torino 2014.
• Luigi Pirandello, Novelle, a cura di Lucio Lugnani, Einaudi, Torino 2015.


5. One text of contemporary Italian literature to be chosen from the following:
• Elio Vittorini, Conversazione in Sicilia, Rizzoli, Milano 2012.
• Cesare Pavese, La luna e i falò, Einaudi, Torino 2014.
• Alberto Moravia, La ciociara, Bompiani, Milano 2001.
• Ennio Flaiano, Tempo di uccidere, Rizzoli, Milano 2013.
• Carlo Levi, Cristo si è fermato a Eboli, Einaudi, Torino 2014.
• Italo Calvino, Il sentiero dei nidi di ragno, Mondadori, Milano 2016.
• Carlo Cassola, La ragazza di Bube, Mondadori, Milano 2016.
• Beppe Fenoglio, Il partigiano Johnny, Einaudi, Torino 2005.
• Primo Levi, Se questo è un uomo, Einaudi, Torino 2014.
• Primo Levi, La tregua, Einaudi, Torino 2014.
• Luciano Bianciardi, La vita agra, Feltrinelli, Milano 2013.
• Pier Paolo Pasolini, Ragazzi di vita, Garzanti, Milano 2014.
• Elsa Morante, La Storia, Einaudi, Torino 2014.
• Carlo Emilio Gadda, Quer pasticciaccio brutto de via Merulana, Adelphi, Milano 2018.
• Giacomo Debenedetti, 16 ottobre 1944, Einaudi, Torino 2015.
• Leonardo Sciascia, Il giorno della civetta, Adelphi, Milano 2002.
• Vasco Pratolini, Metello, Rizzoli, Milano 2011.
• Ignazio Silone, Fontamara, Mondadori, Milano 2016.
• Corrado Alvaro, Gente in Aspromonte, Garzanti, Milano 2017.
• Sibilla Aleramo, Una donna, Feltrinelli. Milano 2013.
• Francesco Jovine, Le terre del Sacramento, Donzelli, Roma 2012.
• Paolo Volponi, Le mosche del capitale, Einaudi, Torino 2010.
• Giuseppe Tomasi di Lampedusa, Il gattopardo, Feltrinelli, Milano 2002.
• Emilio Lussu, Un anno sull’altipiano, Einaudi, Torino 2014.
• Natalia Ginzburg, Lessico famigliare, Einaudi, Torino 2010.
• Romano Bilenchi, Il gelo, Rizzoli, Milano 1982.

6. One classic text of foreign literature to be chosen from the following:
• William Shakespeare, Il mercante di Venezia, traduzione di Alessandro Serpieri, Garzanti, Milano 2016.
• Daniel Defoe, Le avventure di Robinson Crusoe, traduzione di Giuseppe Sertoli, Einaudi, Torino 2008.
• Wolfgang Goethe, I dolori del giovane Werther, traduzione di Giuseppe Antonio Borgese, Mondadori, Milano 2016.
• Mary Shelley, Frankestein 1818, traduzione di Alessandro Fabrizi, Neri Pozza, Venezia 2018.
• Nikolaj Gogol’, Racconti di Pietroburgo, traduzione di Paolo Nori, Marcos y Marcos, Milano 2019.
• Honoré de Balzac, Illusioni perdute, traduzione di Argia Micchettoni, Garzanti, Milano 2008.
• Charles Baudelaire, I fiori del male, traduzione di Giorgio Caproni, Marsilio, Venezia 2008 (solo la sezione Quadri parigini).
• Herman Melville, Moby Dick, traduzione di Nemi D’Agostino, Garzanti, Milano 2005.
• Edgar Allan Poe, I racconti, traduzione di Giorgio Manganelli, Einaudi, Torino 2017.
• Mark Twain, Le avventure di Huckleberry Finn, traduzione di Franca Cavagnoli, Mondadori, Milano 2017.
• Gustave Flaubert, L’educazione sentimentale, traduzione di Giovanni Raboni, Garzanti, Milano 2005.
• Stendhal, La certosa di Parma, traduzione di Maurizio Cucchi, Mondadori, Milano 2016.
• Émile Zola, Germinale, traduzione di Stefano Valenti, Feltrinelli, Milano 2013.
• Robert Louis Stevenson, Lo strano caso del dottor Jekyll e del signor Hyde, traduzione di Carlo Fruttero e Franco Lucentini, Einaudi, Torino 2015.
• Charles Dickens, Tempi difficili, traduzione di Maria Rita Cifarelli e Cristina Scagliotti, Einaudi, Torino 2014.
• Anton Cechov, Racconti, traduzione di Alfredo Polledro, Rizzoli, Milano 2005.
• Henrik Ibsen, Casa di bambola, traduzione di Ervino Pocar, Mondadori, Milano 2014.
• Fëdor Dostoevskij, Il sosia, traduzione di Pietro Zveteremich, Garzanti, Milano 2006.
• Lev Tolstoj, La morte di Ivan Il’ič - Tre morti e altri racconti, traduzione di Tommaso Landolfi, Adelphi, Milano 1996.

7. One text of contemporary foreign literature to be chosen from the following:
• Joseph Conrad, Cuore di tenebra, traduzione di Ettore Capriolo, Feltrinelli, Milano 2013.
• Francis Scott Fitzgerald, Racconti, traduzione di Franca Cavagnoli, Feltrinelli, Milano 2013.
• Katherine Mansfield, Tutti i racconti, traduzione di Franca Cavagnoli, Mondadori, Milano 2013.
• Vladimir Majakovskij, Poesie, traduzioni varie a cura di Guido Carpi, Rizzoli, Milano 2008.
• James Joyce, Gente di Dublino, traduzione di Attilio Brilli, Mondadori, Milano 2018.
• Aleksandr Solzenicyn, Una giornata di Ivan Denisovic - La casa di Matrëna. Accadde alla stazione di Cocetovka, traduzione di Ornella Discacciati, Einaudi, Torino 2017.
• Chinua Achebe, Le cose crollano, traduzione di Alberto Pezzotta, La nave di Teseo, Milano 2016.
• Michail Bulgakov, Il Maestro e Margerita, traduzione di Vera Dridso, Einaudi 2014.
• Ralph Ellison, Uomo invisibile, traduzione di Carlo Fruttero e Luciano Gallino, Einaudi, Torino 1993.
• Buchi Emecheta, Cittadina di seconda classe,traduzione diFranca Cavagnoli, Giunti, Firenze 2015.
• John Fante, Aspetta primavera, Bandini, traduzione di Carlo Corsi, Einaudi, Torino 2005.
• Lu Xun, La vera storia di Ah Q, traduzione di Umberto Ledda, Newton Compton, Roma 2016.
• Lu Xun, Erbe selvatiche, traduzione di Edoarda Masi, Quodlibet, Macerata 2003.
• Nagib Mahfuz, Miramar,traduzione di Elena Chiti,Feltrinelli, Milano 2000.
• S. Yizhar, La rabbia del vento, traduzione di Dalia Padoa, Einaudi, Torino 2005.
• Mahmud Darwish, Una trilogia palestinese, traduzione di Elisabetta Bartuli e Romana Ciucani, Feltrinelli, Milano 2017.
• Ken Saro-Wiwa, Sozaboy, traduzione di Roberto Piangatelli, Baldini e Castoldi, Milano 2014.
• Amos Tutuola, La mia vita nel bosco degli spiriti, traduzione di Adriana Motti, Adelphi, Milano 2016.
• Mia Couto, Voci all’imbrunire, traduzione di Edgardo Pellegrini, Edizioni Lavoro, Roma 1989.
• Emil Habibi, Il pessottimista. Un arabo d’Israele, traduzione di Isabella Camera d'Afflitto e Lucy Ladikoff, Bompiani, Milano 2002.
• Ghassan Kanafani, Ritorno a Haifa, traduzione di Isabella Camera d’Afflitto, Edizioni Lavoro, Roma 2003.
• Richard Wright, Ragazzo negro,traduzione diBruno Fonzi, Einaudi, Torino 2006.
• Bertolt Brecht, Poesie, traduzioni di Emilio Castellani, Roberto Fertonani, CesareCases, Mario Carpitella, Ruth Leiser, Franco Fortini, Einaudi, Torino 2014.
• Samuel Beckett, Aspettando Godot,traduzione a cura di Carlo Fruttero, Einaudi, Torino 1997.
• Paul Eluard, Poesie, traduzione di Franco Fortini, Einaudi, Torino 1981.
• Wystan HughAuden, Poesie scelte, traduzione di Massimo Bocchiola e Ottavio Fatica, Adelphi, Milano 2016.
• Virginia Woolf, Al faro, traduzione di Nadia Fusini, Feltrinelli, Milano 2014.
• Thomas S. Eliot, La terra desolata, traduzione di Alessandro Serpieri, Rizzoli, Milano 2013.
• Federico García Lorca, Canti gitani e andalusi, traduzione di Oreste Macrì, Guanda, Parma 2005.
• Antonio Machado - Federico García Lorca, Non domandarmi nulla, traduzione di Francesco Scarabicchi, Marcos y Marcos, Milano 2015.
• Franz Kafka, Strafen. Punizioni. (La condanna. La metamorfosi. Nella colonia penale), traduzione di Franco Fortini, Einaudi, Torino 1997.
• Albert Camus, La peste, traduzione di Yasmina Mélaouah, Bompiani, Milano 2017.
• Ernest Hemingway, Il vecchio e il mare, traduzione di Fernanda Pivano, Mondadori, Milano 2016.
• Simone De Beauvoir, Una donna spezzata, traduzione di Bruno Fonzi, Einaudi, Torino 2014.
• Jerome D. Salinger, Il giovane Holden, traduzione di Adriana Motti, Einaudi, Torino 2008.
• Gabriel García Márquez, Cent’anni di solitudine,traduzione di Ilide Carmignani, Mondadori, Milano 2017.
• Jorge Amado, Teresa Batista stanca di guerra, traduzione di Giuliana Segre Giorgi, Einaudi, Torino 2014.
• Julio Cortázar, I racconti, traduzioni a cura di Ernesto Franco, Einaudi, Torino 2014.
• Mario Vargas Llosa, La festa del caprone, traduzione di Glauco Felici, Einaudi, Torino 2011.
• José Saramago, L’anno della morte di Ricardo Reis, traduzione di Rita Desti, Feltrinelli, Milano 2010.
• Isabel Allende, La casa degli spiriti, traduzione di Angelo Morino e Sonia Piloto Di Castri, Feltrinelli, Milano 2013.
• Christa Woolf, Cassandra, traduzione di Anita Raja, Edizioni e/o, Roma 2012.
• Toni Morrison, Amatissima, traduzione di G. Natale, Sperling & Kupfer, Milano 2013.
• Alice Walker, Il colore viola, traduzione di Marisa Caramella, Sperling & Kupfer, Milano 2008.
• Derek Walcott, Isole. Poesie scelte (1948-2004), a cura di Matteo Campagnoli, Adelphi, Milano 2009.
• Arundhati Roy, Il dio delle piccole cose, traduzione di Chiara Gabutti, Tea, Milano 2017.
• Anita Desai, Tutti i racconti, traduzioni di Anna Nadotti, Bianca Piazzese, Vincenzo Vergiani, Einaudi, Torino 2009.
• Ivo Andrić, Il ponte sulla Drina, traduzione di Dunja Badnjevic, Mondadori, Milano 2017.
• Günter Grass, Il tamburo di latta, traduzione di Bruna Bianchi, Feltrinelli, Milano 2013.
• Heinrich Böll, Opinioni di un clown, traduzione di Amina Pandolfi, Mondadori, Milano 2016.
• Erich Maria Remarque, Niente di nuovo sul fronte occidentale, traduzione di Stefano Jacini, Neri Pozza, Vicenza 2016.
• Jack London, Martin Eden, trad. di Stella Sacchini, Feltrinelli, Milano 2019.
• Ngugi Wa Thiong’o, Un chicco di grano, Calabuig, Milano 2017.


Consultation Texts

1. For an overall literary orientation on Dante and his age, we reccomended consulting the following anthologies-stories:

• L. Marchiani, R. Luperini, P. Cataldi, F. Marchese, Le parole le cose. Storia della letteratura italiana nel quadro della civiltà europea, vol. I, Palumbo, Palermo 2019.
• G. Baldi, S. Giusso, M. Razetti, G. Zaccaria, I classici nostri contemporanei, vol. I, Paravia – Pearson, Torino 2019.
• G. Ferroni, Storia della letteratura italiana, vol. I, Mondadori Università, Milano 2012.

2. In addition to these manuals, designed for schools and universities, we add two "author's books":

• Francesco De Sanctis, Storia della letteratura italiana, introduzione di René Wellek, Rizzoli, Milano 2006.
• Gianfranco Contini, Letteratura italiana delle origini, Rizzoli, Milano 2013.

3. It is also strongly recommended to consult a medieval history manual. We recommend: G. Sabbatucci – V. Vidotto, Laterza; F. Barbagallo, Carocci; C. Frugoni - A. Barbero - C. Sclarandis, Zanichelli; R. Villari, Laterza; P. Viola, Einaudi; F. Gaeta – P. Villani, Principato; A. De Bernardi – S. Guarracino, Bruno Mondadori.

4. It is also recommended, in order to understand Dante’s philosophical and theological thought, to read a manual of philosophy (we reccommend: N. Merker, Atlante storico della filosofia, Editori Riuniti; S. Veca, G. Picinali, D. Catalano, S. Marzocchi, Il pensiero e la meraviglia, vol. I, A-B, Zanichelli; M. Ferraris, Pensiero in movimento, vol. I, A-B, Paravia).

5. To acquire the foundations of a democratic education it is fundamental to read the Constitution of the Italian Republic of 1948. An intelligent didactic "translation" for the primary school is that of the teacher Mario Lodi, Costituzione. La Legge degli Italiani riscritta per i bambini, per i giovani… per tutti, Casa delle Arti e del Gioco, Cremona 2018.


Laboratory Activities
1. Channel A1 e A2. Class discussion and production of a written paper about a film concerning the program of examination. The list of the films will be announced in October 2021. The proposal for the laboratories could vary in relation to the situation due to COVID-19 that will be determined in Autumn.
2. Channel B. Idem
3. Channel C. Idem

Beginning of lessons
Monday 4 October 2021 15-18 hours: it is recommended to bring Dante’s Comedy to lessons on the first day. Given the seminar nature of the course, based on reading and analysis of the texts, it will not be possible to do lessons without books.
Please note: the schedule and the content of the lessons may undergo variations in the eventuality of suspended teaching activity by the University or the Department as a result of scheduling conflicts arising from the institution, conferences, research trips, invitations, and impediments due to illness, transport strikes, etc.

Class Schedule
Monday 15:00-18:00 Classroom
Tuesday 10:00-13:00 Classroom
All lessons will take place in the Educational Center in Via Principe Amedeo 184.



Method of the examination: oral exam. Students will be asked to read, analyze and comment on the texts in the program and to formulate hypotheses for the construction of didactic paths for kindergarten and primary schools.
Please note: it is forbidden to make photocopies of text books; on the day of the exam the students must therefore bring their textbooks (and any library loans).

Office hours for students
Wednesday 13:00-14:00, Room 20, fourth floor, Via del Castro Pretorio 20, 00185 Rome (across Via Marsala, near Termini Station).
The teacher can see others by appointment on other days of the week (by appointment coordinated over email).

Contact Information
tel. 06/57339334
cell. 368/3062489
donatello.santarone@uniroma3.it

Exam Texts

Please note: as much as possible, it is recommended that you use the editions listed which have been selected for the quality of the editors and translators. The texts no longer on the market can be borrowed from the library: Sistema Bibliotecario di Ateneo Roma Tre, Biblioteche Comunali di Roma e del Lazio, Biblioteca Nazionale Centrale, Biblioteca Angelica, Biblioteca Baldini, Biblioteca Universitaria Alessandrina, Biblioteca Casanatense, Biblioteca Vallicelliana, etc.

1. Dante Alighieri, Divina Commedia:

Inferno, canti III, VI, X, XXVI, XXXIII

Purgatorio, canti I, VI, XI, XXVI, XXX

Paradiso, canti I, VI, XIV, XXVII, XXXI


At least three to four of the following comments should be used for the study of the Comedy (please stick to thr this list only):

Natalino Sapegno (La Nuova Italia)
Umberto Bosco e Giovanni Reggio (Le Monnier Scuola – Mondadori Education)
Emilio Pasquini e Antonio Quaglio (Garzanti)
Maria Corti e Bianca Garavelli (Bompiani)
Anna Maria Chiavacci Leonardi (Mondadori o Zanichelli)
Giorgio Inglese (Carocci)
Saverio Bellomo e Stefano Carrai (Einaudi: ad oggi sono disponibili Inferno e Purgatorio)
Enrico Malato (Salerno)
Robert Hollander, Simone Marchesi (Loescher).



2. Critical contributions on the Comedy by classical and contemporary authors available in pdf on the Formonline platform starting from the beginning of the course (October 2021).
3. One classic text of Italian literature to be chosen from the following:
• Francesco Petrarca, Canzoniere, poesie: 1 Voi ch’ascoltate, 35 Solo et pensoso, 90 Erano i capei d’oro, 126 Chiare, fresche et dolci acque, 234 O cameretta, 272 La vita fugge. Si consiglia uno dei seguenti commenti: M. Santagata (Mondadori 2018), U. Dotti (Feltrinelli, 2013), G. Contini – D. Ponchiroli (Einaudi 2005).
• Giovanni Boccaccio, Decamerone, novelle: II 5 Andreuccio da Perugia a Napoli, III 1 Masetto da Lamporecchio ortolano dalle monache, IV 5 Lisabetta da Messina (novella del vaso di basilico), V 4 Ricciardo Mainardi e Caterina, la figlia di Lizio da Valbona (novella dell’”usignolo. Si consiglia uno dei seguenti commenti: V. Branca (Einaudi, 2005), A. Quondam (Rizzoli, 2013), A. E. Quaglio (Garzanti, 2015).
• Carlo Goldoni, La locandiera, a cura di Guido Davico Bonino, Mondadori, Milano 2017.
• Alessandro Manzoni, I promessi sposi. Storia della colonna infame, a cura di Salvatore Silvano Nigro, Einaudi, Torino 2015.
• Giacomo Leopardi, Canti: L’infinito, A Silvia, Canto notturno di un pastore errante dell’Asia, Imitazione. Si consiglia uno dei seguenti commenti: G. Contini (Sansoni, 1998), F. Gavazzeni – M. Lombardi (Rizzoli, 1998), F. Bandini (Garzanti, 2007), U. Dotti (Feltrinelli, 2016), N. Gallo – C. Garboli (Einaudi, 2016).
• Giovanni Verga, Tutte le novelle, a cura di Carla Riccardi, Mondadori, Milano 2017 (solo le raccolte Vita dei campi e Novelle rusticane).
• Italo Svevo, La coscienza di Zeno, a cura di Mario Lavagetto, Einaudi, Torino 2014.
• Luigi Pirandello, Novelle, a cura di Lucio Lugnani, Einaudi, Torino 2015.


4. One text of contemporary Italian literature to be chosen from the following:
• Elio Vittorini, Conversazione in Sicilia, Rizzoli, Milano 2012.
• Cesare Pavese, La luna e i falò, Einaudi, Torino 2014.
• Alberto Moravia, La ciociara, Bompiani, Milano 2001.
• Ennio Flaiano, Tempo di uccidere, Rizzoli, Milano 2013.
• Carlo Levi, Cristo si è fermato a Eboli, Einaudi, Torino 2014.
• Italo Calvino, Il sentiero dei nidi di ragno, Mondadori, Milano 2016.
• Carlo Cassola, La ragazza di Bube, Mondadori, Milano 2016.
• Beppe Fenoglio, Il partigiano Johnny, Einaudi, Torino 2005.
• Primo Levi, Se questo è un uomo, Einaudi, Torino 2014.
• Primo Levi, La tregua, Einaudi, Torino 2014.
• Luciano Bianciardi, La vita agra, Feltrinelli, Milano 2013.
• Pier Paolo Pasolini, Ragazzi di vita, Garzanti, Milano 2014.
• Elsa Morante, La Storia, Einaudi, Torino 2014.
• Carlo Emilio Gadda, Quer pasticciaccio brutto de via Merulana, Adelphi, Milano 2018.
• Giacomo Debenedetti, 16 ottobre 1944, Einaudi, Torino 2015.
• Leonardo Sciascia, Il giorno della civetta, Adelphi, Milano 2002.
• Vasco Pratolini, Metello, Rizzoli, Milano 2011.
• Ignazio Silone, Fontamara, Mondadori, Milano 2016.
• Corrado Alvaro, Gente in Aspromonte, Garzanti, Milano 2017.
• Sibilla Aleramo, Una donna, Feltrinelli. Milano 2013.
• Francesco Jovine, Le terre del Sacramento, Donzelli, Roma 2012.
• Paolo Volponi, Le mosche del capitale, Einaudi, Torino 2010.
• Giuseppe Tomasi di Lampedusa, Il gattopardo, Feltrinelli, Milano 2002.
• Emilio Lussu, Un anno sull’altipiano, Einaudi, Torino 2014.
• Natalia Ginzburg, Lessico famigliare, Einaudi, Torino 2010.
• Romano Bilenchi, Il gelo, Rizzoli, Milano 1982.

5. One classic text of foreign literature to be chosen from the following:
• William Shakespeare, Il mercante di Venezia, traduzione di Alessandro Serpieri, Garzanti, Milano 2016.
• Daniel Defoe, Le avventure di Robinson Crusoe, traduzione di Giuseppe Sertoli, Einaudi, Torino 2008.
• Wolfgang Goethe, I dolori del giovane Werther, traduzione di Giuseppe Antonio Borgese, Mondadori, Milano 2016.
• Mary Shelley, Frankestein 1818, traduzione di Alessandro Fabrizi, Neri Pozza, Venezia 2018.
• Nikolaj Gogol’, Racconti di Pietroburgo, traduzione di Paolo Nori, Marcos y Marcos, Milano 2019.
• Honoré de Balzac, Illusioni perdute, traduzione di Argia Micchettoni, Garzanti, Milano 2008.
• Charles Baudelaire, I fiori del male, traduzione di Giorgio Caproni, Marsilio, Venezia 2008 (solo la sezione Quadri parigini).
• Herman Melville, Moby Dick, traduzione di Nemi D’Agostino, Garzanti, Milano 2005.
• Edgar Allan Poe, I racconti, traduzione di Giorgio Manganelli, Einaudi, Torino 2017.
• Mark Twain, Le avventure di Huckleberry Finn, traduzione di Franca Cavagnoli, Mondadori, Milano 2017.
• Gustave Flaubert, L’educazione sentimentale, traduzione di Giovanni Raboni, Garzanti, Milano 2005.
• Stendhal, La certosa di Parma, traduzione di Maurizio Cucchi, Mondadori, Milano 2016.
• Émile Zola, Germinale, traduzione di Stefano Valenti, Feltrinelli, Milano 2013.
• Robert Louis Stevenson, Lo strano caso del dottor Jekyll e del signor Hyde, traduzione di Carlo Fruttero e Franco Lucentini, Einaudi, Torino 2015.
• Charles Dickens, Tempi difficili, traduzione di Maria Rita Cifarelli e Cristina Scagliotti, Einaudi, Torino 2014.
• Anton Cechov, Racconti, traduzione di Alfredo Polledro, Rizzoli, Milano 2005.
• Henrik Ibsen, Casa di bambola, traduzione di Ervino Pocar, Mondadori, Milano 2014.
• Fëdor Dostoevskij, Il sosia, traduzione di Pietro Zveteremich, Garzanti, Milano 2006.
• Lev Tolstoj, La morte di Ivan Il’ič - Tre morti e altri racconti, traduzione di Tommaso Landolfi, Adelphi, Milano 1996.

6. One text of contemporary foreign literature to be chosen from the following:
• Joseph Conrad, Cuore di tenebra, traduzione di Ettore Capriolo, Feltrinelli, Milano 2013.
• Francis Scott Fitzgerald, Racconti, traduzione di Franca Cavagnoli, Feltrinelli, Milano 2013.
• Katherine Mansfield, Tutti i racconti, traduzione di Franca Cavagnoli, Mondadori, Milano 2013.
• Vladimir Majakovskij, Poesie, traduzioni varie a cura di Guido Carpi, Rizzoli, Milano 2008.
• James Joyce, Gente di Dublino, traduzione di Attilio Brilli, Mondadori, Milano 2018.
• Aleksandr Solzenicyn, Una giornata di Ivan Denisovic - La casa di Matrëna. Accadde alla stazione di Cocetovka, traduzione di Ornella Discacciati, Einaudi, Torino 2017.
• Chinua Achebe, Le cose crollano, traduzione di Alberto Pezzotta, La nave di Teseo, Milano 2016.
• Michail Bulgakov, Il Maestro e Margerita, traduzione di Vera Dridso, Einaudi 2014.
• Ralph Ellison, Uomo invisibile, traduzione di Carlo Fruttero e Luciano Gallino, Einaudi, Torino 1993.
• Buchi Emecheta, Cittadina di seconda classe,traduzione diFranca Cavagnoli, Giunti, Firenze 2015.
• John Fante, Aspetta primavera, Bandini, traduzione di Carlo Corsi, Einaudi, Torino 2005.
• Lu Xun, La vera storia di Ah Q, traduzione di Umberto Ledda, Newton Compton, Roma 2016.
• Lu Xun, Erbe selvatiche, traduzione di Edoarda Masi, Quodlibet, Macerata 2003.
• Nagib Mahfuz, Miramar,traduzione di Elena Chiti,Feltrinelli, Milano 2000.
• S. Yizhar, La rabbia del vento, traduzione di Dalia Padoa, Einaudi, Torino 2005.
• Mahmud Darwish, Una trilogia palestinese, traduzione di Elisabetta Bartuli e Romana Ciucani, Feltrinelli, Milano 2017.
• Ken Saro-Wiwa, Sozaboy, traduzione di Roberto Piangatelli, Baldini e Castoldi, Milano 2014.
• Amos Tutuola, La mia vita nel bosco degli spiriti, traduzione di Adriana Motti, Adelphi, Milano 2016.
• Mia Couto, Voci all’imbrunire, traduzione di Edgardo Pellegrini, Edizioni Lavoro, Roma 1989.
• Emil Habibi, Il pessottimista. Un arabo d’Israele, traduzione di Isabella Camera d'Afflitto e Lucy Ladikoff, Bompiani, Milano 2002.
• Ghassan Kanafani, Ritorno a Haifa, traduzione di Isabella Camera d’Afflitto, Edizioni Lavoro, Roma 2003.
• Richard Wright, Ragazzo negro,traduzione diBruno Fonzi, Einaudi, Torino 2006.
• Bertolt Brecht, Poesie, traduzioni di Emilio Castellani, Roberto Fertonani, CesareCases, Mario Carpitella, Ruth Leiser, Franco Fortini, Einaudi, Torino 2014.
• Samuel Beckett, Aspettando Godot,traduzione a cura di Carlo Fruttero, Einaudi, Torino 1997.
• Paul Eluard, Poesie, traduzione di Franco Fortini, Einaudi, Torino 1981.
• Wystan HughAuden, Poesie scelte, traduzione di Massimo Bocchiola e Ottavio Fatica, Adelphi, Milano 2016.
• Virginia Woolf, Al faro, traduzione di Nadia Fusini, Feltrinelli, Milano 2014.
• Thomas S. Eliot, La terra desolata, traduzione di Alessandro Serpieri, Rizzoli, Milano 2013.
• Federico García Lorca, Canti gitani e andalusi, traduzione di Oreste Macrì, Guanda, Parma 2005.
• Antonio Machado - Federico García Lorca, Non domandarmi nulla, traduzione di Francesco Scarabicchi, Marcos y Marcos, Milano 2015.
• Franz Kafka, Strafen. Punizioni. (La condanna. La metamorfosi. Nella colonia penale), traduzione di Franco Fortini, Einaudi, Torino 1997.
• Albert Camus, La peste, traduzione di Yasmina Mélaouah, Bompiani, Milano 2017.
• Ernest Hemingway, Il vecchio e il mare, traduzione di Fernanda Pivano, Mondadori, Milano 2016.
• Simone De Beauvoir, Una donna spezzata, traduzione di Bruno Fonzi, Einaudi, Torino 2014.
• Jerome D. Salinger, Il giovane Holden, traduzione di Adriana Motti, Einaudi, Torino 2008.
• Gabriel García Márquez, Cent’anni di solitudine,traduzione di Ilide Carmignani, Mondadori, Milano 2017.
• Jorge Amado, Teresa Batista stanca di guerra, traduzione di Giuliana Segre Giorgi, Einaudi, Torino 2014.
• Julio Cortázar, I racconti, traduzioni a cura di Ernesto Franco, Einaudi, Torino 2014.
• Mario Vargas Llosa, La festa del caprone, traduzione di Glauco Felici, Einaudi, Torino 2011.
• José Saramago, L’anno della morte di Ricardo Reis, traduzione di Rita Desti, Feltrinelli, Milano 2010.
• Isabel Allende, La casa degli spiriti, traduzione di Angelo Morino e Sonia Piloto Di Castri, Feltrinelli, Milano 2013.
• Christa Woolf, Cassandra, traduzione di Anita Raja, Edizioni e/o, Roma 2012.
• Toni Morrison, Amatissima, traduzione di G. Natale, Sperling & Kupfer, Milano 2013.
• Alice Walker, Il colore viola, traduzione di Marisa Caramella, Sperling & Kupfer, Milano 2008.
• Derek Walcott, Isole. Poesie scelte (1948-2004), a cura di Matteo Campagnoli, Adelphi, Milano 2009.
• Arundhati Roy, Il dio delle piccole cose, traduzione di Chiara Gabutti, Tea, Milano 2017.
• Anita Desai, Tutti i racconti, traduzioni di Anna Nadotti, Bianca Piazzese, Vincenzo Vergiani, Einaudi, Torino 2009.
• Ivo Andrić, Il ponte sulla Drina, traduzione di Dunja Badnjevic, Mondadori, Milano 2017.
• Günter Grass, Il tamburo di latta, traduzione di Bruna Bianchi, Feltrinelli, Milano 2013.
• Heinrich Böll, Opinioni di un clown, traduzione di Amina Pandolfi, Mondadori, Milano 2016.
• Erich Maria Remarque, Niente di nuovo sul fronte occidentale, traduzione di Stefano Jacini, Neri Pozza, Vicenza 2016.
• Jack London, Martin Eden, trad. di Stella Sacchini, Feltrinelli, Milano 2019.
• Ngugi Wa Thiong’o, Un chicco di grano, Calabuig, Milano 2017.


Consultation Texts

1. For an overall literary orientation on Dante and his age, we reccomended consulting the following anthologies-stories:

• L. Marchiani, R. Luperini, P. Cataldi, F. Marchese, Le parole le cose. Storia della letteratura italiana nel quadro della civiltà europea, vol. I, Palumbo, Palermo 2019.
• G. Baldi, S. Giusso, M. Razetti, G. Zaccaria, I classici nostri contemporanei, vol. I, Paravia – Pearson, Torino 2019.
• G. Ferroni, Storia della letteratura italiana, vol. I, Mondadori Università, Milano 2012.

2. In addition to these manuals, designed for schools and universities, we add two "author's books":

• Francesco De Sanctis, Storia della letteratura italiana, introduzione di René Wellek, Rizzoli, Milano 2006.
• Gianfranco Contini, Letteratura italiana delle origini, Rizzoli, Milano 2013.

3. It is also strongly recommended to consult a medieval history manual. We recommend: G. Sabbatucci – V. Vidotto, Laterza; F. Barbagallo, Carocci; C. Frugoni - A. Barbero - C. Sclarandis, Zanichelli; R. Villari, Laterza; P. Viola, Einaudi; F. Gaeta – P. Villani, Principato; A. De Bernardi – S. Guarracino, Bruno Mondadori.

4. It is also recommended, in order to understand Dante’s philosophical and theological thought, to read a manual of philosophy (we reccommend: N. Merker, Atlante storico della filosofia, Editori Riuniti; S. Veca, G. Picinali, D. Catalano, S. Marzocchi, Il pensiero e la meraviglia, vol. I, A-B, Zanichelli; M. Ferraris, Pensiero in movimento, vol. I, A-B, Paravia).

5. To acquire the foundations of a democratic education it is fundamental to read the Constitution of the Italian Republic of 1948. An intelligent didactic "translation" for the primary school is that of the teacher Mario Lodi, Costituzione. La Legge degli Italiani riscritta per i bambini, per i giovani… per tutti, Casa delle Arti e del Gioco, Cremona 2018.

See: ITALIAN LITERATURE AND LITERATURE EDUCATION

See: ITALIAN LITERATURE AND LITERATURE EDUCATION

The laboratory is aimed at promoting experiences of community of practices (in the perspective of the research-in-action), in which future teachers can develop skills to act reflexively and be active. The background is represented by direct participation in the processes of self-analysis and self-improvement of school life, also in the perspective of narrative socio-analysis

Educational tools given by the professor

The Laboratory of METHODS AND TEACHING METHODS OF MOTOR ACTIVITIES (1 CFU), I and II semester (channel A-B-C, h. 8) will be aimed at the construction of physical education courses in the pre-primary and Primary School.

Coco D. (2014). Pedagogia del corpo ludico-motorio e sviluppo morale. Roma: Anicia.

I semester
Planning and evaluation of the didactic project

II semester
Carrying out the didactic project either in kindergarten or primary school

Cfr. Formonline - 5° anno

The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
Pre-reading and post-reading activities, reading and listening comprehension will stimulate the students’ reflection and discussion on general-interest themes and provide useful topics for class-work, both at written and oral level. The constant use of English in the classroom will be encouraged, and students will be fostered to noticing the differences and similarities between L2 and L1.
Students will also be required to put their skills into practice during the course developing some tasks, both in international projecs and eTwinning, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of storytelling and CLIL as well.

- M. SLATTERY, J. WILLIS, English for Primary School Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007
- M. MINNITI, Time In - English for Kids, available on ilmiolibro.it

Materials to be used during the Lab will be put on formonline.