Course Unit Page

  • Teacher Laura Cavana

  • Credits 8

  • SSD M-PED/01

  • Teaching Mode Traditional lectures

  • Language Italian

  • Course Timetable from Sep 24, 2018 to Nov 14, 2018


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

Quality education Reduced inequalities Peace, justice and strong institutions

Academic Year 2018/2019

Learning outcomes

At the end of the course the students:

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

Course contents

To become with an historical analysis of the subject, lectures are bound to identify the pedagogy of deviant behaviour specific domain. Because of the complex plot of this domain - in terms of theory and practice as well – addiction and deviant behaviour are focussed: modern image of it as well as educational strategies on it. The referential educational model is rooted on Phenomenological Pedagogy both to read the problems and get started on care tasks such as “rescue”, “prevention”, “re-education”. The model is framed by the relationship of dependence-independence. Gradually, according to the referential model the subject of analysis will widen its domain to contexts linked with disadvantage, need, unease not necessarily coupled with addiction or other situation of dependence.



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

One book from the above selection:

- R. Raimondo, Discoli incorreggibili. Indagine storico-educativa sulle origini delle case di correzione in Italia e in Inghilterra, Milano, Franco Angeli, 2014.

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

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

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

Teaching methods

The contents of the course are focussed from a crucial keywords frame they mainly refer to, in order to attend to a double target: first, fostering thinking process and synthesis, second learning the specific language of the subject at issue. The undertaken educational strategy is “frontal lecture” bound to inspire teacher-students interactions: arousing students hands-on during lessons and individual study. Occasionally in team or individual works will be employed during lectures.

Assessment methods

Text will be oral discussion aiming to check the understanding of subjects as well as the ability of making critical analysis of them.

Office hours

See the website of Laura Cavana