73329 - PEDAGOGIA DELLA DEVIANZA

Learning outcomes

At the end of the course the student knows: the theoretical framework and the main operational directions of the phenomenological paradigm applied to pedagogy and educational practice; has adequate knowledge of the various user profiles; is capable of applying the knowledge acquired in the design of educational and training processes aimed at including social distress; knows the social and cultural structures in the area and is able to activate exchanges and collaborations with them; has knowledge and skills to promote training and updating activities aimed at community educators; - is expert in the design of prevention interventions; - will be able to coordinate and direct the work of social educators and social workers; - has good communication skills both in the relationship with the individual subject in education and in the relationship with groups of subjects in education; - will be able to make use of the tried and tested learning methods and of the acquired analysis tools to independently provide for the updating and deepening of his knowledge; - will be able to identify autonomously tools and training courses suitable and functional to the development of his personal and professional growth.

Course contents

Education and self-education - as a project for Life - is to be really committed to the interweaved issues of body, environment, inner-outer relationship, unity of mind-body-heart. The very first origin of “deviance” is the lack in attuning to one’s wholeness and plenitude. According to fenomenological and deweyan paradigm, main pourpose of this course is to enhance the ecological and aesthetical experience in educational process as well as in recovery programme, with regards to both theoretical and pragmatic requests. Education could be designed in terms of proactivity toward well-being, meant as consideration and protection of health, dignity, relationship.

Readings/Bibliography

Required bibliography

BIBLIOGRAFIA

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

M. G. Riva, Il lavoro pedagogico come ricerca di significato e ascolto delle emozioni, Guerini, 2006

S. Demozzi (a cura di), Contesti per pensare. Riflessioni su pedagogia, indagine filosofica e comunità di ricerca, Franco Angeli, Milano, 2021

and in addition a text chosen from:

Pagano G., Sabatano F., Oltre il disagio. Il lavoro educativo tra scuola, famiglia ed esperienze di comunità, Guerini, Milano, 2020

Decembrotto L. (a cura di), Adultità fragili, fine pena e percorsi inclusivi. Teorie e pratiche di reinserimento sociale, Franco Angeli, Milano, 2020

R. Milani, I paesaggi del silenzio, Mimesis, 2014

M. Dallari, S. Moriggi, Educare, bellezza, verità, Erickson, 2016

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

C. Birbes (a cura di), Trame di sostenibilità. Pedagogia dell’ambiente, sviluppo umano, responsabilità sociale, PensaMultimedia, 2017

W. Kohan, Infanzia e filosofia, Morlacchi Editore, 2006

J. Dewey, Esperienza, natura, arte, Mimesis, 2015

 

 

Teaching methods

Team learning, groups of work will be enocuraged, as well as research guidelines bound to reflectivity-expressiveness-communication-relationship and learning practices through corporeality

Assessment methods

Oral examination.

The student is expected to be able to make an in-depth argument about the salient themes explored in class and the content elaborated in the texts. The ability to make connections and express personal reflections will be particularly appreciated, so as to discourage a notionalistic approach.

Teaching tools

In addition to the bibliography, tools will be selected in order to enhance discussion, collaborative learning, mutual comparison.

Office hours

See the website of Rita Casadei

See the website of Silvia Leonelli