Corso di laurea magistrale a ciclo unico in
Scienze della Formazione Primaria

This is a basic course which proposes to introduce to an essential knowledge of

a) the main perspectives of education practiced during the last two centuries

b) their theoretical foundations

c) the constitutive dimensions of “education” as event and process

d) the essential conversation: what parents and teachers can learn from each other.

It concerns a wide field of reality, which includes family, school and society.

It offers students an initial pedagogical framework necessary and significant for further critical practice of learning and teaching in nursery and primary school.

at the end of the course students must:

1) to be able to place into history and culture authors, experiences and theories;

2) have an adequate knowledge of the most characteristic pedaggogical theories and processes of contemporary age;

3) to be able to a critical understanding and synthesis of the matter and to improve thier basic educational skills

4) autonomy of judgment on the educational phenomenon

5) the student masters the essential aspects in the relationship with families

- Initial evaluation

- Learning foundations: lecturers with the support of technologies (ppt,      video ...)

- Analysis and discussion of problem

- Individual and group exercises

- Group discussion

- Summary

Essay test: four essay questions and an extended response question that requires to reflect on communication strategies with families.

The criteria for the evaluation of the written test are the following:
- Completeness and accuracy of knowledge

- specific language
- Critical presentation of a topic.

 

The course deals specifically with the following topics: the main authors of the twentieth century; the great pedagogical currents of the 20th century; the conception of childhood in the last century; the relationship between child and school; child rights and educational duties of adults; the meaning of education.

Acting in the classroom; put the experience at the center; the school as a place of experiences; take care of thinking; consider the pupil in full; ; give meaning to what you learn; take care of the relationship and take care of it; confidence-listening-dialogue; write to think; not just doing but being; formation; weaving educational alliances; to overcome the line of objectivity; set up dialogue with families

 

Chiosso G., Studiare pedagogia. Introduzione ai significati dell'educazione, Mondadori Università, Milano, 2018 (con particolare riguardo alle parti indicate nel corso delle lezioni) OPPURE Chiosso G., Novecento pedagogico. Profilo delle teorie educative contemporanee. Nuova edizione riveduta e ampliata, La Scuola, Brescia, 2014.

Milani L., (a cura di), Trame di costruzione della cittadinanza. Riflessioni a 30 anni dalla Convenzione ONU sui diritti dell'infanzia e dell'adolescenza, Progedit, Bari, 2019 OPPURE Meirieu P., Lettera agli adulti sui bambini di oggi, Edizioni Junior, Parma, 2012.  

Nosari S., Fare educazione. Strutture, azioni, significati, Mondadori, Milano, 2020 (con particolare riguardo alle parti indicate nel corso delle lezioni) OPPURE Mortari L. (a cura di), Dire la pratica. La cultura del fare scuola, Bruno Mondadori, Milano-Torino, 2010.

Guarcello E., Scuola, carattere e skills, Mondadori, Milano, 2020.

Lawrence-Lightfoot S., Il dialogo tra genitori e insegnanti. Una conversazione essenziale per imparare gli uni dagli altri, Edizioni Junior, Parma, 2012.

Indicazioni per lo studio verrano fornite a lezione e sulla pagina del corso

Per gli/le studenti/esse che hanno ottenuto convalida parziale dell'insegnamento (4 o 5 cfu) il programma d'esame prevede i testi 

Mortari L. (a cura di), Dire la pratica. La cultura del fare scuola, Bruno Mondadori, Milano-Torino, 2010.

Lawrence-Lightfoot S., Il dialogo tra genitori e insegnanti. Una conversazione essenziale per imparare gli uni dagli altri, Edizioni Junior, Parma, 2012.