Academic Year 2021/2022

  • Moduli: Patrizia Sandri (Modulo 1) Vanna Gherardi (Modulo 2)
  • Teaching Mode: Traditional lectures (Modulo 1) Traditional lectures (Modulo 2)
  • Campus: Bologna
  • Corso: First cycle degree programme (L) in Expert in Social and Cultural Education (cod. 5726)

    Also valid for First cycle degree programme (L) in Expert Social And Cultural Education (cod. 8776)

Learning outcomes

After completing the course the student: - he knows the methodological foundations for developing inclusive perspective and / or lintegration of people with disabilities, and / or those in situations of marginality and deviance; - Knows the differences between deficits and disability, the logic of good practices, participatory designing and methodological lines to set up a life plan, according to the inclusive perspective; - Know the main cultural and theoretical assumptions underlying the inclusive perspective, which limits the marginalizing situations; - Knows the reference theories of marginality and deviance; - Knows educational methodologies and tools to combat the phenomena of marginalization and deviance. He is able to use operational tools and search for functional materials and documentation to the knowledge of the cultural context of membership of the disabled person, marginal and / or deviant; - He is able to integrate their knowledge as a function of changes in regulations and international guidelines on disability, marginalization and deviance; - Knows the social and cultural facilities in the area and is able to activate them with exchanges and collaborations; - He has a communicative relationship skills both in the relationship with the individual subject in education, both in relation to groups of subjects in education; - Possess adequate skills to interact with difficult people / disabled / marginal / deviant with thoughtful and problematic attitude, as it recognizes the risks that are due to the different forms of prejudice, conditioning and social and cultural stigmatization; - He is able to generate synergies between the various educational agencies, local authorities, other reality of life context of person under his care, in order to build an institutional network and proximity, which supports the person in a situation of vulnerability and contribute to the realization of the Project of Life.

Course contents

In the 2021/22 academic year, the course includes a 42-hour module taught by Prof. Patrizia Sandri and an 6-hour module conducted by Prof. Vanna Gherardi.

The contents of the 42-hour module carried out by Patrizia Sandri are as follows:

The Special Education as Pedagogy of integration and inclusion
Terminological reflection and integration models
The project of life of people with disabilities
The design educational in the school context and outside school
Analysis of interventions for labor inclusion of disabled person
The social and cultural educator for the inclusion of people at a disadvantage, marginalization or deviance: analysis of the skills required
The educator's knowledge: the systemic-relational approach, phenomenological approch, cognitive approch
Communication and helping relationship in contexts of marginalization and deviance
Analysis of re-educational and inclusive projects.

The contents of the 6-hour module carried out by Vanna Gherardi are as follows:

Sectoral legislation: requirements and contexts of our profession

Role and peculiarity of professional educators – the case of schools.

Educational planning: players, resources, boundaries.

Reflection, identity, enhancement through learning.

Taking part in groups and networks: Etienne Wenger-Trayner’s Communities of Practice.

Informal education: the role of spaces.

Education as a collective good, landscape included.


Books for all students - module of Patrizia Sandri:

Canevaro A., Pedagogia Speciale. La riduzione dell’handicap, Mondadori, Milano, 1999.

Bertolini, Caronia, Barone, Ragazzi difficili. Pedagogia interpretativa e linee d'intervento, Franco Angeli, Milano, 2015

FREIRE, Paulo, La pedagogia degli oppressi, Edizioni Gruppo Abele, Torino, 2011.

Books for all students - module of Vanna Gherardi:

Pozzi, M., Essere educatore professionale. Affrontare l'imprevedibile in contesti disordinati, Roma: Aracne editrice, 2020 (in particolare i capp. 1 e 2 - pp. 13-81).)

Gherardi, V., ed., Spazi ed educazione, Roma: Aracne editrice, 2019 (the students are expected to choose one essay among F.Tonucci, A.Canevaro, G.Sapucci, V.Gherardi-G.Leonardi).

Teaching methods

Lecture-discussion and dialogues on chosen concepts and how they can be employed in practice.

Story-analysis (stories will be taken from movies, biographies, paradigmatical texts).

Lived experience perspective.

Assessment methods

The test will be oral. Students will be asked to explain the main concepts of the course and to analyse/draw simple support plans for people enduring a condition of disability, marginality, deviance.

Criteria for assessment:

- conceptual clarity and comprehensibility;

- theoretical pertinence

- Element identification skill for educational planning. Stories from field work, Curricular internship, books or movies will be an assessed qualifying element.

Teaching tools

Video projector (audiovisual documents and movies)

Monograph excerpts

Sector databases and repositories

Office hours

See the website of Patrizia Sandri

See the website of Vanna Gherardi


Quality education Reduced inequalities Sustainable cities

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.