The course aims to allow students: • to develop historical and theoretical knowledge of the pedagogy of chilhood, with reference to its structure, its paradigms, its identity and function; • to acquire knowledge about the main theoretical, cultural and philosophical perspectives related to educational processes; • to know the research paradigms of pedagogical knowledge and analyze educational issues with an interpretive, problematic and critical approach; • to apply the theoretical-philosophical knowledge of pedagogy to educational contexts, with particular reference to some contemporary educational emergencies
The lessons will be articulated in frontal lectures and workshops, in which students will be guided to practice reflective analysis on experiences and professional situations of educational contexts, to exercise in problem posing/solving activities, to present orally and in writing what emerged in the group work, to discuss with the professor and the other students about the topics in order to stimulate the development of individual and relational skills, autonomy of judgment, communication skills and the ability to learn.
A reflective feedback during and at the end of every lecture/laboratory and workshop will be used to monitor the teaching/learning process. The final exam of each of the two modules consists of a written test that is organized in: - two open-ended questions (which verify the knowledge of the exam texts and their correct understanding); The time available for the final exam is 90 minutes. These are the evaluation criteria: 1) to respond in a pertinent and accurate manner and within the set time; 2) to articulate a coherent and cohesive discourse at the semantic, syntactic and orthographic level; 3) grammatical correctness of the answers provided.
The pedagogy of chilhood is constituted as a critical, interpretive and reflective knowledge able to found the pedagogical discourse. In the first module the course will illustrate the historical evolution of philosophy of education, the theoretical, cultural and philosophical perspectives characterizing the questions related to educational processes, pointing out its problematic articulation, but also its importance in the complex contemporary societies.
All the above information is valid both for attending and not attending students. Erasmus students are asked to contact the teacher by e-mail to arrange a specific exam program.
