73329 - PEDAGOGIA DELLA DEVIANZA

Learning outcomes

At the end of the course the students:

    - know the theorical framework and skills of phenomenology applied to pedagogics and educational act;

    - have an adequate knowledge of different use;
    - are able to apply the acquired skills in the organisation of educational acts that include social unease;
    - know social and cultural services on the territory and they are able to establish contacts and collaborations with them;
    - are able to foster training and continuing education for teachers;
    - are skilled in mediation of prevention;
    - are able to run and manage social educators and assistants;
    - have got good communicative skills both with students and groups;
    - are able to use tested learning methods and analytical tools to provide autonomous updating and in depth analysis of their own knowledge;
    - are able to determine autonomously adequate training courses that are useful for their personal and professional growing.

Course contents

At first a survey on the concept of "pedagogy" and "deviant behaviour" and than a knowledgeable renactment is needed in order to realize their deep interconnection, in educational theory and educational practice as well. A narrow and sorter way of thinking  undermines the right attitude towards educational relationship and educational method, for that reason is needed a deep investigation on what prevention and rehab practice really means. In order to widen theoretical ground and practical hints and devices a particular attention will be focused on educational health, meant as individual and global care. Taking care is a process that can not be restricted within theoretical instances, on the contrary, is the only way to make real trasnformation, involving responsability, cooperation, awareness.

Readings/Bibliography

Testi d'esame

L. Cavana, Pedagogia fenomenologica e interpretazione della devianza, in “Rivista di Criminologia, Vittimologia e Sicurezza”, Vol. III n. 3/Vol. IV n. 1, Settembre 2009/Aprile 2010, pp. 204-213. NB: La Rivista è solo on line.

- L. Cavana, R. Casadei, Pedagogia come direzione. Ricerca di senso tra dinamiche esistenziali ed esisgenze professionali, Roma, Aracne, 2016

- F. Sabatano, La scelta dell'inclusione. Progettare l'educazione in contesti di disagio sociale, Milano, Guerini, 2015

- V. Iori (a cura di), Il sapere dei sentimenti, fenomenologia e senso dell'esperienza, Milano, Franco Angeli, 2009.

- L. Cavana, Autonomia e dipendenza nella dimensione educativa: spunti per una riflessione sul problema droga, in “Rivista di Criminologia, Vittimologia e Sicurezza”, Anno 5, n. 2, Maggio/Agosto 2011, pp. 61-64. NB: Ricordo che la Rivista è solo on line.

Un testo a scelta tra i seguenti:

G. P. Quaglino, La scuola della vita, Milano, Raffaello Cortina, 2001 

V. Iori, A. Augelli, D. Bruzzone, E. Musi, Ripartire dall'esperienza. Direzioni di senso nel lavoro sociale, Milano, Franco Angeli, 2010.

J. Krishnamurti, Educare alla vita, Milano, Mondadori, 2009.

G. Magro, La comunità per tossicodipendenti: un progetto pedagogico, Milano, Franco Angeli, 2004.

D. Pennac, Diario di scuola, Milano, Feltrinelli, 2008.

M. Frisch, Il silenzio. Racconto da una montagna, Roma, Del Vecchio Editore, 2013

A. Augelli, Quando le formiche spostano un elefante...Genitori di Gruppi di auto-mutuo aiuto raccontano le dipendenze e la cura familiare, Milano, Franco Angeli, 2014.

  

Teaching methods

Team learning and introspection activities will be enocuraged

Assessment methods

Oral examination

Teaching tools

Cooperative learning will be encouraged

Office hours

See the website of Rita Casadei