LA PEDAGOGIA DELL’INCLUSIONE FORMATIVA E SOCIALE

Students must demonstrate knowledge relating to the fundamental aspects of the discipline:

- Orient yourself in the epistemological horizon of educational action and general pedagogy;

- Understand the implications and consequences of educational and pedagogical action on a social level;

- Reflect on the role and educational skills that characterize social professions with particular attention to teamwork.

- Know the methods of social educational planning of a national and European nature.

- Exploring contexts/places of socio-inclusive education.

By studying Pedagogy for inclusion, the student will be able to achieve the following training objectives.

In terms of knowledge and understanding:

- students will have to show an ability to understand the fundamental problematizations of contemporaneity.

Theoretical aspects: The meaning of social inclusion - Social representations and prejudices, social action and educational action - Educational action and social inclusion: theory-practice relationship - Education as an inclusive experience - Design and evaluation of "inclusive educational contexts" - The concept of education and re-education in general and social pedagogy: structures of educational action; The values of educational action: educational change; the educational process; the education; education; training and social animation. - The educational care relationship: personalism in education/relational ethics; role of emotions in education; educational awareness. - Places, spaces and times of education: family; school; peer group; free time; Work; Internet; formal, non-formal and informal education. - The field of social pedagogy: the different definitions from a historical point of view and the acquisitions regarding the main contemporary perspectives from an inclusive perspective; the idea of justice in the socio-pedagogical field; justice and society, justice and education, justice and rights, education and politics. - The educational professionalism of the social worker: educational skills; educational intentionality; asymmetry; the right distance; proximity; reciprocity; work in a team; burn out in care professions Educational processes of inclusion in the social sphere: women; unaccompanied foreign minors, deviant subjects, disabled people; minors. - The role of the social worker in social educational challenges: hardship, maladjustment and deviance; animation as a methodology for social participation; immigration between inclusion and participation; the different ability; street children; marginal adults and new poverty; elderly and new educational perspectives.

Practical aspects: Design techniques: how to draw up an educational project; how to work in a team; how to apply a court order (ordinary or juvenile). Effective communication and listening techniques: how to listen to adult and minor users in civil and criminal matters; how to report the activities and outcomes of the interventions to the magistrate. Personal empowerment techniques: how to work on your personal and professional awareness to prevent burn out and improve your performance.

Develop knowledge of the pedagogical, sociological, psychological and anthropological foundations that underlie social inclusion, understood both as a conceptual category and as an educational practice that is historically combined with the category and practice of exclusion.

- Develop knowledge of the social and psychological dynamics that produce social inclusion or exclusion.

- Develop a critical knowledge of current models of inclusion, in particular towards people in socially marginalized situations.

- Recognize how the elements of knowledge on the dynamics and inclusive/exclusive situations proposed by the different Educational Sciences are placed in the educational perspective.

- Knowing how to connect theory and practice, knowing how to analyze educational activities adopting an inclusive logic.

- Know how to plan the conditions and actions to generate inclusive education situations.

- Knowing how to prefigure and evaluate the outcomes of educational actions on the basis of an inclusive logic.

Teaching contents

The program is divided into two parts - one theoretical and the other practical - which are interrelated.

The chosen evaluation method uses two methods, an ongoing test, in which, through the structuring of a project, it is demonstrated that one possesses the design requirement and the second theoretical test, which will effectively contribute to the completion of the discipline. .

For non-attending students, the test will only be oral and the presentation of a project for a specific service relating to social work will still be necessary.

How to read the new geographies relating to inclusion?

Why is the pedagogical dimension fundamental?

What are the most relevant research areas?

What is the contribution to inclusion and social policies?

Which dimension relating to the theme of design and which tools available.