CLASS

Language:

Italian
Textbooks:

1) G. Elia, edited by, The social challenges of education, Franco Angeli, Milano 2014;
2) E. Catarsi, Carocci Editore, Pedagogy of the family, Roma 2010;
3) L. Di Profio, Pedagogy of self-transcension. Deviance and crime in the "bad-loved" A possible re-education, Pensa Multimedia, Lecce 2017.
Learning objectives:

The social pedagogy course aims to provide basic theoretical, conceptual and practical-design knowledge useful within the different social training contexts, with particular regard to the complexity of the social phenomenon and the different categories individuals, families, social contexts, places of training and education, immigration, aggregation centers, childhood, women, the elderly, social exclusion, community and territoriality. The training objectives that are to be pursued are:
1) Knowledge of social pedagogy in its historical, social, cultural and political reflections.
2) Knowledge of the main theories on deviance and crime and knowledge of emotional problems in a family context in specific theories about childhood attachment.
3) Knowledge of methods and tools of social education, with particular reference to reflexive, narrative and dialogue techniques in the field of the prevention of discomfort and deviant behaviour in both social and family settings, with particular regard to the pedagogy of the family and support for parenting in the changed social and family context.
4) Encourage the birth and consolidation of a 'culture of prevention of hardship and social promotion' from a practical-design perspective.
In particular, the expected skills:
1) KNOWLEDGE AND UNDERSTANDING:
- know and apply the main reference theories to specific cases;
- acquire empathic and relational skills in humanitarian professions;
- acquire skills related to active listening and establish relational trust;
2)ABILITY TO APPLY KNOOWLEDGE AND UNDERSTANDING:
- ability to design and design services for the person in light of the theoretical constructs learned;
- skills in the management of skills and actions within multidisciplinary team groups, improving their respective skills and peculiarities.
3) AUTONOMY OF JUDGMENT:
- apply knowledge critically with practical cases;
- Reflexivity and critical thinking from the point of view of complexity.
4) COMMUNICATION SKILLS:
- Applying narrative and hermeneutic dialogue models;
- narrative and interview techniques;
- effective and empathetic communication.
5) LEARNING CAPACITY:
- develop learning autonomy also through in-depth individual or group work;
- ability to develop theoretical connections and interdisciplinary practices.
Prerequisite:

Nothing
Teaching methods:

Frontal lesson with the help of slides and audio-visual material, seminars and insights with experts in the field.
Exam type:

Oral examination. The oral exam will be set with two questions for each text in the program. In the student's final assessment, both the correctness of the answers and the linguistic and expressive skills will be considered.
Sostenibilità:
Further information:

RECEPTION: Tuesday h. 9-13 Email: luana.diprofio@unich.it

The course aims to offer students knowledge of the theoretical, epistemological and practical aspects of social pedagogy, with particular reference to the places, contexts and recipients of educational and educational intervention (childhood, subjects in immigrant, women, the elderly, adults, family, leisure), analysing practices and methodological tools. A significant part of the programme will focus on three main axes: family pedagogy, pedagogy of deviance and social marginalization and penitentiary pedagogy, offering students theoretical and empiric frameworks in prevention intervention, recovery and control of family and social discomfort, with particular reference to etiological studies on the deviant and criminal phenomenon related to childhood attachment disorders, accompanied by the analysis of the numerous reference theories.

1) Relationship between pedagogy and society: concept of educating society. Education as the center of social life. Definition of social pedagogy. New guidelines of social pedagogy and epistemological characteristics. Social care in different contexts: childhood, marginalization, women, the elderly, integration and social inclusion. Social policies, associations. The family in the post-modern and new educational needs in the family context. Leisure and social ideologies. Complex society, citizenship, consensus/dissent, technique, social bond, responsibility and democracy.
2)Pedagogy of the family and support for parenting: social transformation and change in family arrangements. Family education in Italian history. Family education and family pedagogy. Support for parenting and groups of parents. The role of the animator in family education. Birth and parenting project. Family education and childcare services. School and families. Adolescence and families. Family mediation and parenting support.
3) Self-tracing pedagogy: Mal-love and self-transcension: starting with J. P. Sartre and K. Jaspers. Self-transcension in V. Frankl. Art and will in Z. Bauman and R. Assagioli. C. G. J. and the discovery process. Theories about attachment disorders: P. Schellenbaum, D. Winnicot, J. bowlby, E. Erikson, A. Schore. Narcissism and gender-based violence. Stories of misloved by cinema and literature: Angel-A by Luc Besson and J. Ellroy, ill-loved, deviant, noir writer.