2. Professors
  3. LOMBARDI Maria Grazia
  4. Teaching

PEDAGOGIA GENERALE E STORIA DELLA PEDAGOGIA

Maria Grazia LOMBARDI PEDAGOGIA GENERALE E STORIA DELLA PEDAGOGIA

4412400070
DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE
EQF6
EDUCATIONAL SCIENCE
2019/2020

OBBLIGATORIO
YEAR OF COURSE 1
YEAR OF DIDACTIC SYSTEM 2019
ANNUALE
CFUHOURSACTIVITY
1PEDAGOGIA GENERALE
636LESSONS
2STORIA DELLA PEDAGOGIA
636LESSONS
LEONARDO ACONE2 T Curriculum
MARIA GRAZIA LOMBARDI1 Curriculum
Objectives
1)THIS TEACHING OF THE FIRST YEAR INTRODUCES STUDENTS TO THE GENERAL CONTENTS OF PEDAGOGY, TO ITS THEORETICAL FOUNDATIONS, TO ITS MAIN OBJECTS OF STUDY AND ITS ROLE WITHIN THE BROADER CONTEXT OF EDUCATIONAL SCIENCES.
THROUGH THE LECTURES THE CENTRALITY OF PEDAGOGY FOR THE SOLUTION OF CONTEMPORARY CURRENT CRISES AND CONFLICTS WILL BE DISCUSSED AND HIGHLIGHTED. IN PARTICULAR, THE IMPORTANCE OF IDENTIFYING EDUCATIONAL AND TRAINING PATHS IN AN INCREASINGLY MULTICULTURAL SOCIETY WILL BE PARTICULARLY TAKEN INTO ACCOUNT
•KNOWLEDGE AND UNDERSTANDING:
THROUGH THE LECTURES, THE STUDENT LEARNS THESE GENERAL CONTENTS:
- PEDAGOGY AS THEORETICAL-PRACTICAL KNOWLEDGE;
- THE EPISTEMOLOGICAL FOUNDATIONS OF GENERAL PEDAGOGY AND OF THE EDUCATIONAL SCIENCES;
- THE MAIN OBJECTS OF STUDY OF GENERAL PEDAGOGY;
- THE THEORETICAL FOUNDATIONS OF INTERCULTURAL PEDAGOGY;
- THE IMPORTANCE OF PEDAGOGICAL MEDIATION.


•ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:
THROUGH THE LECTURES, THE STUDENT BECOMES ABLE TO RECOGNIZE THE EPISTEMOLOGICAL NUCLEUS OF GENERAL PEDAGOGY AND TO ARTICULATE PEDAGOGICAL KNOWLEDGE IN ORDER TO DESIGN EDUCATIONAL INTERVENTIONS.

• JUDGMENT AUTONOMY
TO INTEGRATE THEORETICAL ASSUMPTIONS AND EDUCATIONAL PRACTICE; CRITICALLY INTERPRET AN EDUCATIONAL PROPOSAL; TO ORIENT THE EDUCATIONAL ACTION IN RELATION TO THE CONTEXT SPECIFICITY.

• COMMUNICATION SKILLS
TO KNOW AND TO COMMUNICATE THEORIES CLEARLY, GENERAL PEDAGOGY PRINCIPLES AND CRITERIA USING AN APPROPRIATE SCIENTIFIC LANGUAGE.

• LEARNING ABILITY
TO RECOGNIZE THE GENERAL PEDAGOGY RELEVANCE TO MEET CHALLENGES, RISKS AND OPPORTUNITIES IN CONTEMPORARY SOCIETY, IDENTIFYING ESSENTIAL ELEMENTS IN BUILDING EDUCATIONAL PROJECTS


2) SECOND MODULE
THE COURSE RECONSTRUCTS THE HISTORICAL EVOLUTION OF EDUCATIONAL THEORIES AND
PEDAGOGY, WITH PARTICULAR REFERENCE TO THE MAIN REPRESENTATIVES OF PEDAGOGICAL THOUGHT AND TO THE PHILOSOPHERS
OF EDUCATION, FROM THE CLASSICAL AGE TO THE CONTEMPORANEITY. MOREOVER, IT EXPLORES THE PEDAGOGICAL AND NARRATIVE DYNAMICS
OF DIFFERENT HISTORICAL EPOCHS AND THEIR SOCIO-CULTURAL CONTEXTS.
KNOWLEDGE AND COMPREHENSION SKILLS:
THE STUDENT BECOMES AWARE OF A PEDAGOGICAL RECONSTRUCTION HISTORICALLY ORIENTED AND ORDERED ON A TIMELINE. ABILITY TO APPLY KNOWLEDGE AND COMPREHENSION: THE STUDENT MASTERS THE CONNECTIONS RELATED TO THE EVOLUTION OF PEDAGOGICAL THEORIES AND DEVELOPS AUTONOMY IN USING THEM.
Prerequisites
NONE. THE TEACHING IS THE FIRST CONTACT WITH THE HISTORICAL-PEDAGOGICAL DISCIPLINES.
Contents
FIRST MODULE
1. THE THEORETICAL FOUNDATIONS OF GENERAL PEDAGOGY (5H LESSON)
2. PEDAGOGY AND PEDAGOGICAL EPISTEMOLOGY (5H LESSON)
3. CATEGORIES OF PEDAGOGICAL THOUGHT (4H LESSON)
4. TRAINING AND EDUCATION (4H LESSON)
5. PEDAGOGICAL ENVIRONMENTS (4H LESSON + 2H EXERCISE)
6. THE THEORETICAL FOUNDATIONS OF INTERCULTURAL PEDAGOGY (4H LESSON)
7. DESIGN INTERCULTURAL EDUCATION (3H LESSON + 2H EXERCISE)
8. PEDAGOGICAL MEDIATION (3H LESSON)

SECOND MODULE

THE COURSE IS STRUCTURED ACCORDING TO THE FOLLOWING SCHEME:
1 - HISTORICAL PROFILE OF PEDAGOGY FROM THE CLASSIC CONCEPT OF 'PAIDEIA' TO CONTEMPORARY EDUCATIONAL THEORIES;
2 - DELINEATION OF THE THEORIES RELATED TO PEDAGOGY OF HISTORY AND TO CULTURAL AND EDUCATIONAL GENERATORS IN HISTORY;
3 - CONSIDERATIONS ON THE PEDAGOGY OF NARRATION RECONSTRUCTED ON A HISTORICAL-LITERARY-EDUCATIONAL AXIS.
Teaching Methods
FIRST MODULE
THE COURSE INCLUDES LECTURES WHICH WILL BE FOLLOWED BY GROUP WORK ON SPECIFIC TOPICS.
IN THE LECTURES THE BASIC PRINCIPLES OF GENERAL PEDAGOGY ARE PRESENTED; IN GROUP WORK PEDAGOGICAL PATHS ARE DESIGNED TO REINFORCE THE THEORETICAL EDUCATIONAL ACTIVITIES.


SECOND MODULE
THIS TEACHING USES THE FOLLOWING METHODOLOGIES:

- LESSONS WITH WIDE CONTENTS, WITH A FINAL DISCUSSION ON THE CENTRAL TOPICS OF THE LESSON.
- LECTURES BASED ON TEXTS, WITH THEIR ANALYSIS AND THE DISCUSSION BY THE WHOLE CLASS.
-HISTORICAL DESCRIPTION AND CONTEXTUALIZATION OF EVENTS, CHARACTERS AND INTERDISCIPLINARY LINKS TO PEDAGOGY.
Verification of learning
FIRST AND SECOND MODULE
THE ASSESSMENT OF THE LEARNING WILL TAKE PLACE THROUGH AN ORAL INTERVIEW ON THE
CONTENTS OF THE COURSE. THE VOTE (MINIMUM 18, MAX 30 WITH POSSIBLE PRAISE) IS DETERMINED BY THE LEVEL OF PERFORMANCE IN REFERENCE TO: MASTERY OF CONTENT, CLARITY OF THE ARGUMENT, DOMAIN OF SCIENTIFIC LANGUAGE.
Texts
FIRST MODULE
-MARIANI A., CAMBI F., GIOSI M., SARSINI D., (2017), PEDAGOGIA GENERALE. IDENTITÀ, PERCORSI, FUNZIONE, CAROCCI, ROMA (TO DEEPEN THE FOLLOWING CHAPTERS: 1-2-3-11-12-13-16-22-23-24-25-26).
-QUATRANO F., (2015), CONFLITTUALITA' E CONFLITTI. LA MEDIAZIONE PEDAGOGICA, EDIZIONI ETS, PISA.

SECOND MODULE
- FURIO PESCI, STORIA DELLE IDEE PEDAGOGICHE, MONDADORI, MILANO 2015.
- LEONARDO ACONE, BAMBINI E RAGAZZI TRA BANDE E PARANZE. PEDAGOGIA DELLA NARRAZIONE A SUD DELL'INFANZIA, PENSA MULTIMEDIA, LECCE 2018.
- PAOLO LEVRERO (ED.), PEDAGOGIA DELLA STORIA, IL MELANGOLO, GENOVA 2016 (CAPP. 1, 5, 6)
More Information
FIRST AND SECOND MODULE
THE TEACHER PROVIDES FURTHER EXPLANATIONS AND DIDACTIC SUPPORT TO THE STUDENTS DURING THE RECEPTION HOURS. DAYS, TIMES AND PLACE OF RECEIPT ARE COMMUNICATED ON THE TEACHER'S WEBPAGE.
  BETA VERSION Data source ESSE3 [Ultima Sincronizzazione: 2021-02-19]