00792 - Pedagogy I

Learning outcomes

At the end of the course, students will:

a) understand the evolution of pedagogical thought through the process by which pedagogy developed as a scientific discipline;

b) understand the complexities and antinomies involved in educational practice and educational relationships in formal, non-formal, and informal contexts;

c) understand specific educational contexts and the main methods of educational intervention;

d) understand the epistemology and critical conceptual frameworks underlying educational work with persons with disabilities;

e) understand pedagogical theories and educational practices relating to persons experiencing social marginalisation.

Course contents

The course aims to explore the history, representations, and methodologies of inclusive pedagogy, as well as educational care for persons and contexts characterised by vulnerability and marginalisation. Its objective is to co-construct critical thinking in support of inclusion processes, health promotion, and the prevention of social exclusion.

The course will mainly address the following topics:

• the status of Special Education and the inclusive perspective;
• the biopsychosocial and educational model: history, legislation, and professional approaches;
• the evolution of the disability studies perspective and the application of critical perspectives in educational practice;
• methodologies and tools for managing educational interventions;
• the role of education in contexts of marginalisation.

Readings/Bibliography

The course topics will be explored with the support of the following texts:

• Valtellina, E. (Ed.). (2025). Sulla disabilitazione: introduzione ai disability studies. UTET Università (pp. 1–81, 257–325) – available through the University resources here.
• Further bibliographical references will be provided during the course and made available on the Virtuale platform.

Teaching methods

The course will alternate lectures with active learning activities designed to encourage participation and stimulate discussion and exchange on the topics addressed.

The use of audiovisual materials, narratives, and experiences will foster critical reflection.

Assessment methods

The examination will take the form of a written test covering selected topics drawn from the core reference texts, materials, and articles provided by the lecturer.

There will be a SINGLE examination covering questions from both modules.

The total duration of the examination will be 2 hours, already including the additional time granted to students with specific learning disorders (SLD).

The examination will be administered through the EOL platform and will require the use of a classroom equipped with digital facilities.

Examination Assessment Criteria:

• Grades are awarded on a scale of 30. To achieve a grade of 30/30, students must answer all examination questions.
• The examination consists of 28 multiple-choice questions and 2 open-ended questions, one for each module, for a total maximum score of 31 points, corresponding to a grade of 30 with honours.

Teaching tools

Audiovisual materials, narratives, and experiences shared by key informants will be used to promote an in-depth understanding of the course topics.

Office hours

See the website of Giulia De Rocco