Corso di laurea magistrale (modalità mista) - Area di Lettere e Filosofia - Accesso libero con verifica del possesso dei requisiti curriculari - Classe LM-85 (D.M. 270/2004)
Lingua: Italiano
Informazioni generali
o Classe di Laurea: LM-85 (D.M. 270/04)
o Tipologia di corso: Laurea magistrale
o Durata: 2 anni
o Tipo di accesso: Accesso libero con verifica di requisiti e preparazione in ingresso
o Macroarea di afferenza: Lettere e Filosofia
o Dipartimento: Storia, patrimonio culturale, informazione e società
o Codice corso: U07
Descrizione e obiettivi formativi
Il corso intende affrontare la complessità che caratterizza, oggigiorno, la problematica educativa. Allo studente sarà impartita una formazione imperniata su due requisiti di base: capacità prospettica ad ampio raggio e mentalità critica. L’impianto formativo include una serie di conoscenze e competenze specifiche inerenti il plesso delle scienze dell'educazione.
Il corso intende fornire le conoscenze teoriche e le competenze operative per l'impego professionale di alto profilo nei settori dell'educazione e della formazione ed è il naturale completamento del percorso triennale. L'offerta formativa proposta, infatti, ricalca per taluni aspetti quella tipica delle scienze dell'educazione di base, ma ne sviluppa qualitativamente il livello di approfondimento e la completezza con l'obiettivo di fornire un'avanzata formazione in termini teoretici ed esperienziali, soprattutto per quanto concerne la gestione e il governo dei processi educativi, piuttosto che di operato professionale puro e semplice.
Un’attenzione particolare sarà posta, nella ricerca, verso la questione di genere e le problematiche delle pari opportunità.
Sbocchi professionali
Al laureato si offrono sbocchi occupazionali in attività di ricerca educativa, di consulenza nella programmazione e gestione d'interventi nelle istituzioni scolastiche e nei diversi servizi in campo educativo e formativo.
Tali opportunità possono trovare realizzazione presso enti pubblici e privati e del terzo settore, organismi di direzione, orientamento supporto e controllo attivati presso i diversi gradi della Pubblica Amministrazione, anche con riferimento a contesti multi e interculturali, come alla progettazione d'attività di ricerca e formazione in ambito europeo e internazionale.
Valutazione della didattica - Studenti
Anno accademico precedente U07
Condizione occupazionale (indicatori di efficacia e livello di soddisfazione dei laureandi):
http://statistiche.almalaurea.it/universita/statistiche/trasparenza?CODICIONE=0580207308600004
Riferimenti web e contatti
Coordinatore:
Prof. Stephane Bauzon
Email bauzon@juris.uniroma2.it
Ulteriori informazioni sono presenti in allegato.
The cycle of lessons aims to focus on a historically relevant moment for the constitution of theory of education as a science through two particularly significant authors of modern history of education: Kant and Herbart
The first part of the programme is devoted to the paradigms and ethical issues of educational research, research design and the main quantitative, quantitative and mixed methods of empirical investigation. The second part of the lectures focuses on multimodal discourse analysis, a qualitative method of socio-semiotic analysis applicable to the study of pedagogical discourses, educational practices and teaching resources.
Course contents: - The healthy and pathological personality - Personality assessment in the DSM and in the PDM diagnostic manuals - Cluster A personality disorders - Cluster B personality disorders - Cluster C personality disorders - The Clinical Diagnostic Interview - The assessment of personality with the SWAP-200
Study of the main theoretical and methodological developments and the prospectives of research.
The course outlines the concept and value of cultural heritage in terms of training the citizen, through the knowledge of the characteristics that make up the definition of this heritage on a theoretical and practical level. The more the citizen knows the cultural heritage of his country, the more he understands the influence on his identity, his vision of the world, the reality that surrounds him, as well as the possibilities of social and economic development, to contribute to the enhancement and preservation. Forming the citizen as an active and operative subject, taken in his everyday context, necessarily passes through the awareness of identity and cultural heritage, the consequence of actions and omissions, the use of experiences, manifestations and memories that permeate society, as they are equally influenced by it. The main thematic points that will be addressed in the course will include: • conceptual definitions (elements of philosophy, sociology, politics); • relationship between cultural heritage and social projects (protection and enhancement); • recognition of UNESCO policies on the "World Heritage"; • practices for the use of culture and economic development (cultural tourism, sustainable tourism, elements of tourism philosophy); • active citizenship (relations between citizens and institutions, participation); • dissemination of cultural information and the role of public opinion (cultural industry, ethics of discourse, patronage); • relationships with other cultures (meeting / clash, inclusion / marginalization, multiculturalism and immigration); • parental educative responsibility (education of sons to live in society); • dialogic education (special part on Paulo Freire).
Social pedagogy in contemporary age: main problems and perspectives Gender education and inclusion at school; between theory and practices
- Inductivism - Logical positivism - Falsificationism - New philosophy of science - Epistemological criticism to psychoanalysis
Teaching provides in the GENERAL PART: -Cultural evolution in support of inclusion; -Differences in the foreground: from the individual to the social and skills model; -Towards the curriculum for inclusion; -Search for contact points for inclusive programming; -Feeling good at school: climate and shared rules; -Activate the resource companions: educate to emotions and prosociality; -Special needs of learners and specific interventions; -Quality inclusion for a quality school. MONOGRAPHIC PART Voice education and prevention of dysphonies for the psycho-physical well-being of each and every one.
A brief course outline follows: - man-environment relationship; - territory and landscape; - genesis and evolution of the concept of environmental sustainability; - policies and best practices related to the mitigation and overcoming of environmental problems; - geography and environmental education.
Through the reading of classics texts, the following themes will be studied in relation with the concept of Justice: - equality and diversity (social discrimination, gender issues) - mankind and barbary (war; violence) - nature and society (natural right - public order) - vice and virtu
Program • Scope 1. The three worlds of thought (thought, language and reality). Scale of generality. Reconstruction of semantic maps • Scope 2. The methodology and non-standard techniques. The example of non-directive interviews • Scope 3. Collective imagination, representations and social views • Scope 4. Studies on the audience Teaching Methodology In an experimental module will be offered in two ways: a) active learning in the presence and online, b) teaching is not active. The active learning has two paths 1) Individual 1. Exercises. Students will be invited to each area to answer some tutorials and online work will be invited to each area of the program to develop exercises on a proposal from the teacher 2. Multiple-choice tests on the materials proposed by the professor (slides, text pdf) As part 1, 2 and 3, students will be divided into groups to discuss some issues and problems proposed by the teacher The active learning in the presence will be proposed in the second half while online will be offered twice in the academic year. Teaching is not active provides an in-depth the issues raised through the study of some additional text that will be marked with the initials DNA in addition to those proposed for the active learningBibliography For each area of the program are proposed different materials: - Slide to get an idea - Texts to be studied - Materials for exercises - VideoMethod of assessment The assessment is made on the outcome of the final interview
to be defined
Introduction to the group aspects of mental life (conscious and unconscious) and to the group as promoter of individual and collective psychic development (1CFU) 2. Conceptual references: the Freudian group libidinal theory and identification processes in relation to personality development (1CFU) 3. The emotional and unconscious dynamics in institutional groups and their defenses; the evolution of group culture (2CFU) 4. The group dimension in the context of care institutions (2CFU)
