ID:
500084
Duration (hours):
36
CFU:
6
SSD:
PEDAGOGIA GENERALE E SOCIALE
Year:
2025
Overview
Date/time interval
Primo Semestre (22/09/2025 - 19/12/2025)
Syllabus
Course Objectives
This course is aimed at providing students with the ability to discuss, in an informed way and with reference to scientific literature, the questions inherent to educational issues as well as at supplying them with the tools for a critical reading of educational phenomena and contexts. In particular, this course is aimed at providing students with
-knowledge on the subject of pedagogical analysis and of its complex object
-tools to critically read the educational objects and paradigms between theory and practice.
-knowledge on the subject of pedagogical analysis and of its complex object
-tools to critically read the educational objects and paradigms between theory and practice.
Course Prerequisites
The course requires no particular prerequisites. In the awareness that many students may be approaching Education for the first time during this course, successful participation presumes a cultural attitude of willingness to listen, grasp and actively elaborate the theoretic and practical issues posed by pedagogical analysis, discussing them in a collaborative way.
Teaching Methods
All the professor's lessons aim at favouring dialogue and active/cooperativediscussion in the working group. The participation of other professors/researchers/experts with an interest in the course topic might be possible
Assessment Methods
Oral exam. Evaluation indicators: -knowledge of the basic texts of the exam programme; -ability to explain, in full autonomy, the silver thread that links some of the issues presented in the basic texts, coherently with the exam programme; -ability to critically analyse and personally re-elaborate the issues proposed during the course; -clear and logically coherent presentation; -lexical accuracy.
Texts
GENERAL PEDAGOGY : professor Monica Ferrari ;
Reference texts (in the available editions) (A+B+C).
In order to prepare the exam every student must read:
A) M. Ferrari, Che cos'è l'analisi pedagogica? Problemi e questioni di metodo, Brescia, Scholé, 2023.
B) In order to prepare for the exam every student must choose 1 book from the following list, non-attending students must choose 2 of them (not by the same author).
bell hooks (1994), Insegnare a trasgredire. L’educazione come pratica della libertà, Italian Translation Milano, Meltemi, 2020;
bell hooks (2003), Insegnare comunità. Una pedagogia della speranza, Italian Translation Milano, Meltemi, 2022;
bell hooks, Insegnare il pensiero critico. Saggezza pratica, Italian Translation Milano, Meltemi, 2023;
G.J.J.Biesta (2017), Riscoprire l’insegnamento, Italian Translation Milano, Raffaello Cortina, 2022;
G. De Landsheere, A. Delchambre (1979), I comportamenti non verbali dell'insegnante, Italian Translation Teramo, Lisciani e Giunti, 1981;
J. Dewey (1933), Come pensiamo, Italian Translation Milano, RCS Libri, 2000;
M. Foucault (1975), Sorvegliare e punire. Nascita della prigione, Italian Translation Torino, Einaudi, 1976;
P. Freire, Pedagogia della speranza, Italian Translation. Torino, Edizioni Gruppo Abele, 2008;
P. Freire, L'educazione come pratica della libertà, Italian Translation Milano, A. Mondadori, 1975;
T. Gordon (1970), Genitori efficaci, Italian Translation Molfetta, La Meridiana, 1997;
I. Illich (1971), Descolarizzare la società, Italian Translation Milano-Udine, Mimesis, 2010;
M. Lipman (2003), Educare al pensiero, Italian Translation Milano, Vita e pensiero, 2005.
E. Marescotti, Il significato dell'educazione degli adulti di E. C. Lindeman, Roma, Anicia, 2013;
E. Morin (2014), Insegnare a vivere, Italian Translation Milano, Raffaello Cortina, 2015;
M. Nussbaum (2010), Non per profitto. Perché le democrazie hanno bisogno della cultura umanistica, Italian Translation Bologna, il Mulino, 2011.
C) Moreover, in order to to prepare for the exam all students must choose 1 of the following books
M. Baldacci, La scuola al bivio. Mercato o democrazia?, Milano, FrancoAngeli, 2019;
G. Ballanti, Analisi e modificazione del comportamento insegnante, Teramo, Lisciani e Zampetti, 1979;
M. Ferrari, ed., Insegnare riflettendo. Proposte pedagogiche per i docenti della secondaria. Milano, FrancoAngeli, 2003;
M. Ferrari, ed., Dossier: L'analisi pedagogica e i suoi oggetti: questioni teoriche, metodologiche e prospettive di ricerca, in "Studi sulla formazione", 26, 2, 2023, pp. 7-121;
M. Ferrari, M. Canevari, eds., I cambiamenti delle pratiche didattiche oltre la pandemia. Antropologia culturale e pedagogia, Brescia, Scholé, 2024;
G. Laneve, ed., La scuola nella pandemia, Macerata, EUM, 2020;
T. Pironi, ed., Autorità in crisi. Scuola, famiglia e società prima e dopo il '68, Canterano, Aracne, 2020;
L. Romano, Comunità, Brescia, Scholé, 2022;
D.A. Schön (1983), Il professionista riflessivo. Per una nuova epistemologia della pratica professionale, Italian Translation Bari, Dedalo, 1993;
D. A. Schön (1987), Formare il professionista riflessivo. Per una nuova prospettiva della formazione e dell'apprendimento nelle professioni, Italian Translation Milano, FrancoAngeli, 2006;
F. Zambelli, G. Cherubini, eds., Manuale della scuola dell'obbligo: l'insegnante e i suoi contesti, Milano, FrancoAngeli, 1999;
D. Zoletto, A partire dai punti di forza. Popular culture, eterogeneità, educazione, Milano, FrancoAngeli, 2020.
D. Zoletto, Superdiversità a scuola, Brescia, Scholé, 2023.
All students wishing to sit the exam are asked to agree on the reading material with the professor.
Of course students will need to study all didactic materials (such as slides) made available by the teacher for the exam.
Reference texts (in the available editions) (A+B+C).
In order to prepare the exam every student must read:
A) M. Ferrari, Che cos'è l'analisi pedagogica? Problemi e questioni di metodo, Brescia, Scholé, 2023.
B) In order to prepare for the exam every student must choose 1 book from the following list, non-attending students must choose 2 of them (not by the same author).
bell hooks (1994), Insegnare a trasgredire. L’educazione come pratica della libertà, Italian Translation Milano, Meltemi, 2020;
bell hooks (2003), Insegnare comunità. Una pedagogia della speranza, Italian Translation Milano, Meltemi, 2022;
bell hooks, Insegnare il pensiero critico. Saggezza pratica, Italian Translation Milano, Meltemi, 2023;
G.J.J.Biesta (2017), Riscoprire l’insegnamento, Italian Translation Milano, Raffaello Cortina, 2022;
G. De Landsheere, A. Delchambre (1979), I comportamenti non verbali dell'insegnante, Italian Translation Teramo, Lisciani e Giunti, 1981;
J. Dewey (1933), Come pensiamo, Italian Translation Milano, RCS Libri, 2000;
M. Foucault (1975), Sorvegliare e punire. Nascita della prigione, Italian Translation Torino, Einaudi, 1976;
P. Freire, Pedagogia della speranza, Italian Translation. Torino, Edizioni Gruppo Abele, 2008;
P. Freire, L'educazione come pratica della libertà, Italian Translation Milano, A. Mondadori, 1975;
T. Gordon (1970), Genitori efficaci, Italian Translation Molfetta, La Meridiana, 1997;
I. Illich (1971), Descolarizzare la società, Italian Translation Milano-Udine, Mimesis, 2010;
M. Lipman (2003), Educare al pensiero, Italian Translation Milano, Vita e pensiero, 2005.
E. Marescotti, Il significato dell'educazione degli adulti di E. C. Lindeman, Roma, Anicia, 2013;
E. Morin (2014), Insegnare a vivere, Italian Translation Milano, Raffaello Cortina, 2015;
M. Nussbaum (2010), Non per profitto. Perché le democrazie hanno bisogno della cultura umanistica, Italian Translation Bologna, il Mulino, 2011.
C) Moreover, in order to to prepare for the exam all students must choose 1 of the following books
M. Baldacci, La scuola al bivio. Mercato o democrazia?, Milano, FrancoAngeli, 2019;
G. Ballanti, Analisi e modificazione del comportamento insegnante, Teramo, Lisciani e Zampetti, 1979;
M. Ferrari, ed., Insegnare riflettendo. Proposte pedagogiche per i docenti della secondaria. Milano, FrancoAngeli, 2003;
M. Ferrari, ed., Dossier: L'analisi pedagogica e i suoi oggetti: questioni teoriche, metodologiche e prospettive di ricerca, in "Studi sulla formazione", 26, 2, 2023, pp. 7-121;
M. Ferrari, M. Canevari, eds., I cambiamenti delle pratiche didattiche oltre la pandemia. Antropologia culturale e pedagogia, Brescia, Scholé, 2024;
G. Laneve, ed., La scuola nella pandemia, Macerata, EUM, 2020;
T. Pironi, ed., Autorità in crisi. Scuola, famiglia e società prima e dopo il '68, Canterano, Aracne, 2020;
L. Romano, Comunità, Brescia, Scholé, 2022;
D.A. Schön (1983), Il professionista riflessivo. Per una nuova epistemologia della pratica professionale, Italian Translation Bari, Dedalo, 1993;
D. A. Schön (1987), Formare il professionista riflessivo. Per una nuova prospettiva della formazione e dell'apprendimento nelle professioni, Italian Translation Milano, FrancoAngeli, 2006;
F. Zambelli, G. Cherubini, eds., Manuale della scuola dell'obbligo: l'insegnante e i suoi contesti, Milano, FrancoAngeli, 1999;
D. Zoletto, A partire dai punti di forza. Popular culture, eterogeneità, educazione, Milano, FrancoAngeli, 2020.
D. Zoletto, Superdiversità a scuola, Brescia, Scholé, 2023.
All students wishing to sit the exam are asked to agree on the reading material with the professor.
Of course students will need to study all didactic materials (such as slides) made available by the teacher for the exam.
Contents
General Pedagogy B, professor : Monica Ferrari. Course title : "Pedagogical analysis and the complexity of its object: towards inclusive educational proposals awareness- oriented"
During the course we will discuss problems and methodological issues that characterize pedagogical analysis in the current debate beyond the pandemic: at the center lies a complex object, difficult to circumscribe, as it is inscribed within our everyday life. Educational phenomena pervade all occasions of our existence between formal, non-formal and informal learning processes. Therefore it is necessary to study them in detail, starting from the minute aspects present in microsituations up to broader areas and contexts. These are theoretical questions that have an important impact on practice, including explicit and hidden aspects that need to be studied with specific tools of analysis to grow in awareness of the reasons of our action as educators and as people from a responsibly inclusive, non-exclusive and non-exclusionary perspective.
Furthermore, in the light of "classic" essays and studies that have characterized the pedagogical debate between the 20th and 21st centuries, we will examine some of the epistemological and cultural issues that have oriented the search for inclusive and supportive educational proposals and practices capable of providing opportunities for mutual recognition, valorization of the dignity of each and every one, of human promotion in the name of awareness, critical thinking and liberation.
During the course we will discuss problems and methodological issues that characterize pedagogical analysis in the current debate beyond the pandemic: at the center lies a complex object, difficult to circumscribe, as it is inscribed within our everyday life. Educational phenomena pervade all occasions of our existence between formal, non-formal and informal learning processes. Therefore it is necessary to study them in detail, starting from the minute aspects present in microsituations up to broader areas and contexts. These are theoretical questions that have an important impact on practice, including explicit and hidden aspects that need to be studied with specific tools of analysis to grow in awareness of the reasons of our action as educators and as people from a responsibly inclusive, non-exclusive and non-exclusionary perspective.
Furthermore, in the light of "classic" essays and studies that have characterized the pedagogical debate between the 20th and 21st centuries, we will examine some of the epistemological and cultural issues that have oriented the search for inclusive and supportive educational proposals and practices capable of providing opportunities for mutual recognition, valorization of the dignity of each and every one, of human promotion in the name of awareness, critical thinking and liberation.
Course Language
Italian
More information
Of course the teacher is available to provide students with further clarifications and explanations.
Degrees
Degrees
PHILOSOPHY
Bachelor’s Degree
3 years
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