13220 - General and Social Pedagogy

Learning outcomes

By the end of the course, the student: - knows the epistemological statute of General pedagogy: the conceptual core of the discipline, the areas of interest and the connected modality of research and intervention, its development lines, the main authors of the tradition and of contemporary world; - is able to identify and analyse the educational emergences in our socio-historical-cultural context; - masters the notion of personal identity, its polysemy in several disciplinary areas, its plural declination in the contemporary context and its related processes of elaboration-construction-comparison from a pedagogical point of view; - is able to research the elements of the historical-social-cultural context which influence both the daily nature of work of educators/animators/socio-educational operators and the overall system of the educational services in a territory; - is able to plan and realise educational paths which can support an autonomous personal construction of the subjects addressing to the social, socio-health and cultural services; - manages the collaboration with other professionals, especially in order to cope with the processes of change in the “system-problem” which includes the educational subjects; - is able to create, in the services where he/she operates, an environment and a context of active listening; - is able to educate to empathy; - is able to reflect on the construction of the professional identity of the educators/animators/ socio-educational operators, at a crossing between social negotiations, cultural elements, conditioning, historical phases, affiliations, encounters and conflicts of individuals or groups, identity and family modelling etc.; - knows the role and the educational specificity of the professional working in the social and socio-health services, in cultural, recreational sport services; - analyses and uses in a systemic view the educational system present in a specific territory; knows the main characteristics of the educational relationship; - is aware of his/her own relational modalities; - is able to enhance – in him/herself and the others – the intertwining of emotional and cognitive processes in the educational relationship; practises critical and metariflexivity functions regarding the disciplinary knowledge and the ability to know in relation to the bonds, the problems, the potentialities, the modifications of the context as well.

Course contents

During the course students will deal with the most important cultural and learning emergencies which characterize the socio-cultural context of the so-called knowledge, global and complex societies. In particular the course will focus on theoretical and empirical problems connected with objects, languages, methodologies and the most important fields of intervention of general and social pedagogy. It will also focus on the “integrated formative system”, a model that can guide effective educational practices, in line with an educational perspective based on a plural, problematic (adherent to the requests of Problematicism proposed by G.M. Bertin) and democratic nature.

Readings/Bibliography

 M. Gallerani, Prossimità inattuale, FrancoAngeli, Milano 2015 (only this Edition 2015).

- M. Gallerani, L'impegno lieve, Loffredo, Napoli 2012

The book is available by Feltrinelli International (Bologna), or by FrancoAngeli (on-line)

And also one on the list:

- M. Baldacci, Per un’idea di scuola. Istruzione, lavoro, democrazia, Milano, FrancoAngeli, 2014.

- Dozza L., Relazioni cooperative a scuola, Trento, Erickson, 2006.

- F. Frabboni, La mia pedagogia, Pisa, ETS, 2016.

- F. Frabboni, Felicità e scuola. Utopia o possibile realtà, Roma, Anicia, 2014.

- M. Fabbri, Il transfert. Il dono, la cura. Giochi di proiezione nell'esperienza educativa, Milano, FrancoAngeli, 2011

- I. Loiodice (a cura di), Formazione di genere. Racconti, immagini, relazioni di persone e di famiglie, Milano, Franco Angeli, 2015

- M. Castiglioni (a cura di). Figure della cura: gesti, immagini, parole per narrare, Milano, Guerini, 2015

-M. Gallerani, L'abitare etico, Loffredo, Napoli 2011.

 

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A.A 2011-2012

- M. Gallerani, L'abitare etico, Loffredo, Napoli 2011.

- F. Frabboni, G.Wallnoefer, N.Belardi, W.Wiater (a cura di), Le parole della pedagogia, Torino, Bollati Boringhieri 2007.

Only for beginners:

I. Loiodice (a cura di), Imparare a studiare (1999), Progedit, Bari 2006.

Only for advanced student:

F. Cambi (a cura di), Antonio Banfi - Giovanni Maria Bertin, Carteggio (1934-1957), Edizioni della Fondazione Nazionale "Vito Fazio-Allmayer", Palermo-Firenze 2008.

Teaching methods

Frontal lessons; discussions; PowerPoint, slides and/or other materials; spider diagram and maps; individual and/or group researches; analysis and readings of texts with specific pedagogical language; role-plays; readings and individual personal elaboration with the Internet.

Assessment methods

The final assessment consists in a write-exam for all the students.

Teaching tools

Discussions; Experts' lectures and debates; Experts' Seminars; PowerPoint.

Links to further information

https://www.unibo.it/sitoweb/manuela.gallerani/

Office hours

See the website of Manuela Gallerani