B4426 - LABORATORIO DI PEDAGOGIA GENERALE E SOCIALE (G.L)

Learning outcomes

At the end of the workshop, students will be able to: - apply the knowledge and skills acquired in the integrated course within a simulated learning environment; - engage in critical group reflection on the topics addressed.

Course contents

The workshop will explore the communicative, relational, bodily, and emotional dimensions of educational experience, with particular attention to the role of self-awareness in building effective relationships.
Through a primarily experiential approach, students will be encouraged to recognize the spontaneous patterns and implicit models that shape how they relate to others, communicate, interpret situations, and respond to others’ behaviors. The workshop will examine the relationship between personal history and educational style, bodily and emotional memory, previous conditioning, and its possible impact on professional practice.
Particular attention will be devoted to the body as a site of perception, expression, and communication, as well as a mediator of the educational relationship. Contributions from body pedagogy and psychomotor education will support reflection on bodily communication and on the use of space, posture, gesture, gaze, and voice, as well as on the ability to recognize and regulate one’s own bodily and emotional responses.
The workshop will also promote the development of decentering skills and the ability to observe educational situations in their complexity, distinguishing one’s own personal responses from the needs and experiences of others. Self-reflective work will therefore be understood as an integral component of educational professionalism and as a prerequisite for developing a conscious, flexible, and respectful presence in relation to different individuals and contexts.

Readings/Bibliography

Borelli, C. (2026). Differenze, margini, intersezioni. Junior.

Contini, M. G., Fabbri, M., & Manuzzi, P. (2006). Non di solo cervello: Educare alle connessioni mente-corpo-significati-contesti. Raffaello Cortina Editore.

Gamelli, I. (2011). Pedagogia del corpo. Raffaello Cortina Editore.

Gigli, A., Tolomelli, A., & Zanchettin, A. (2008). Il teatro dell’oppresso in educazione. Carocci.

Manuzzi, P. (2002). Pedagogia del gioco e dell’animazione: Riflessioni teoriche e tracce operative. Guerini e Associati.

Nicolodi, G. (2008). Il disagio educativo al nido e alla scuola dell’infanzia. FrancoAngeli.

Teaching methods

The workshop will adopt active, participatory, and experiential methods aimed at integrating pedagogical reflection, bodily experience, and individual and group-based reflection.
Activities will include educational games, role-playing, simulations, improvisation techniques, the recollection and analysis of educational situations, body-based expressive activities, observation, and self-reflection. The proposed experiences may be accompanied by discussions of communicative and relational episodes drawn from real or simulated situations.
Activities will be carried out individually, in pairs, in small groups, and with the whole class, alternating direct experience with opportunities for shared discussion and reflection. The workshop will foster active engagement, dialogue among different perspectives, and the development of connections between lived experiences, theoretical frameworks, and future professional practice.

Assessment methods

Assessment will take into account students’ active and continuous participation in the activities, their willingness to engage in the proposed experiences, and their ability to contribute to individual and collective discussion and reflection.

Teaching tools

Educational games and materials, narrative and situational prompts, and multimedia resources will be used to support the observation, exploration, and reflection on communicative, bodily, emotional, and relational dynamics.

Office hours

See the website of Chiara Borelli