B030197 - SOCIAL EDUCATION

Italian

The training course will focus on theoretical and methodological orientations useful for supporting community building processes, with particular attention to educational work methodologies and intervention practices. In this sense, the Community will be considered both in the dimension of local and global reality, in the perspective of planetary and terrestrial citizenship.

The exam consists of 3 texts: 2 compulsory texts + 1 text chosen.

2 compulsory texts:
-1° text
- Mancaniello M.R., Marone F., - Musaio M., Patrimonio culturale e comunità educante: per la promozione di un nuovo welfare urbano, Milano, Mimesis 2022 (in corso di stampa)
in alternativa a questo testo (la cui pubblicazione è in notevole ritardo) si può portare uno di questi 2 testi qui sotto:
- Mario Guglielminetti, Le Comunità in movimento. Dal consumo alla partecipazione culturale nelle reti digitali, Carocci, Roma 2015.
- Bell Hooks, Insegnare comunità. Una pedagogia della speranza, Meltemi, Milano 2022.

2° text
- Colazzo S., Manfreda A., La comunità come risorsa. Epistemologia, metodologia e fenomenologia dell'intervento di comunità. Un approccio interdisciplinare, Roma, Armando Editore, Roma 2019

1 TEXT CHOSEN BETWEEN THESES::

Amerio P., Vivere insieme, Il Mulino, Bologna, 2017
AA.VV., Educare la comunità, FrancoAngeli, Milano 2014
Bauman Z., Voglia di Comunità, Ed. Laterza, Roma-Bari 2000
Fioramonti L., Un'economia per stare bene: Dalla pandemia del Coronavirus alla salute delle persone e dell’ambiente, Chiarelettere, Milano 2020
Orefice P., Mancaniello M.R., et al. (a cura di), Coltivare le intelligenze per la cura della casa comune.Scenari transdisciplinari e processi formativi di Cittadinanza terrestre, PensaMultimedia, Bari 2019
Morin E., Sette lezioni sul pensiero globale, Raffaello Cortina, Milano 2018
Morin E., Pensare la complessità. Per un umanesimo planetario. Saggi critici e dialoghi di Edgar Morin con Gustavo Zagrebelsky e Gianni Vattimo, Feltrinelli, Milano 2012
Tramma S., Pedagogia della comunità. Criticità e prospettive educative, Franco Angeli, Milano 2017

EDUCATIONAL OBJECTIVES:
The training objectives are declined on the basis of the knowledge and skills expected and which will be subject to final verification.
As regards specifically KNOWLEDGE: Students must be able to know the theoretical and methodological orientations useful for supporting educational processes and actions in the community, with particular attention to pedagogical work methodologies and intervention practices. They will also need to know what are the main methodologies for social and community intervention aimed at including and guaranteeing the rights of each social entity belonging to the micro and macro community. The critical-reflective approaches and the interpretative models of the different levels of reality proposed are based on the transdisciplinary approach and the paradigm of complexity and will have as references the objectives of sustainable development.
Knowledge and understanding
- Know what the main theoretical models of community pedagogy are, with specific attention to new paradigms and the guarantee of rights and inclusion
- know the tasks and competences of the various bodies of territorial governance
- know what are the processes to be activated to guarantee the rights of weak subjects and know the current rules so that they are implemented and respected
- Knowing how to analyze the needs of the subjects of a community and the methodologies for their mapping
- Knowing how to analyze educational levels and dimensions for local human development
- Have knowledge of the main research methodologies for planning and intervention work in specific community contexts
- Know the fundamentals of educational planning in host communities and third sector services and in penitentiary institutions for minors and adults in relation to educational, artistic and cultural activities
As much as more to COMPETENCES: The expected skills and abilities are above all on the development of skills of "knowing how to be", even before knowing and "knowing how to do". Working in community contexts requires the ability to know oneself and recognize otherness and its value, starting from an awareness of one's own communicative-relational mode and knowing how to create an open, welcoming and educationally founded relationship. In addition, students and female students must show that they know how to use the educational methodologies of street education, communities for minors and subjects present in third sector services.
Applied knowledge and understanding
- Knowing how to act showing a pedagogically founded capacity for intervention
- Knowing how to plan interventions capable of giving significant responses to the needs of specific communities of life, such as family homes, family educational activities, territorial services aimed at welcoming fragile individuals
- Knowing how to plan educational and training interventions with active and participatory methodologies
- Knowing how to manage and verify the design, educational intervention and its remodeling, both in relational and praxic-operational terms

Autonomy of judgment
- know how to act in the different social levels to implement the guarantee of the rights of the people they care for and know how to work for their respect
- being able to analyze reality according to the transdisciplinary and complex approach
Communication skills
- knowing how to build meaningful educational relationships through effective and welcoming communication, empathic and aimed at building the well-being and well-being of the subjects in relationship
- knowing how to manage interpersonal dynamics in interprofessional work groups and multiprofessional teams
Continuous learning ability
- Knowing how to build an autonomous path to deepen some issues dealt with during the course
- know how to use the documentation and materials on the Moodle platform that will be provided during the course

Requirements of the course of study

The teaching methods are integrated between theoretical and operational dimensions, based on the foundations of the cooperative and participatory learning. It is provided for classroom activities for active and dynamic-relational type, based on the constructivist model and on the fundamentals of active learning. They will be integrated moments of lectures with experiential activities, using innovative teaching methods to the learning of young adults.

THE COMMUNITY EDUCATION EXAM MUST BE TAKEN BEFORE THE ADOLESCENCE EDUCATION EXAM. IT IS POSSIBLE TO SUPPORT THEM BOTH IN THE SAME DAY.

Verification of learning consists in an oral interview during which will be evaluated:
- Argumentative and analytical skills, with regard to the texts studied
- The critical skills and reflective than the topics covered in the exam papers
- The understanding of the real situations and the ability to apply the theories through "case studies"
- The ability to master the educational intervention methods
- The ability to transfer theoretical learning to their professional experience or personal.

Starting from the definition of the concept of "community", the training course will be centered on the presentation of pedagogical paradigms and on educational actions that are effective and functional to the construction of an inclusive and sustainable community. In particular, attention will be paid to how to create the conditions for active participation in the life of the community, to know which are the entities and bodies responsible for local governance and the network of services in the community and their functions. Specific attention will be paid to the concept of inclusive educating communities, analyzing operational intervention projects for the community as a whole and for the most fragile people with specific needs. At the center of the study and analysis work will also be the realities of volunteering, social cooperatives and social enterprises, third sector bodies and associations that promote specific work for local development and that offer their services to respond to different phenomena of marginalization and deviance present in local and international social realities
The topics of the lessons and activities proposed on the Moodle platform will address the following topics:

- The community: theoretical models, theories and authors
- The sense of belonging to the community
- The role of the educator and trainer in community contexts
- Designing for and with the community
- Cities as places of learning
- The concept of community;
- The methodologies and tools of community work;
- The social network and networking;
- Self-help groups; social networks, virtual communities,
- The characteristics of urban contexts and the quality of life;
- Life contexts and educational activities for the well-being of people
- Governance models and institutional tasks
- The social identities of the service network: regulations and competences of the different productive sectors