SeC

Language:

Italian
Textbooks:

Barone, Pedagogia della marginalità e della devianza, Guerini & Associati, Milano 2011.
Ferrante, M.B. Gambacorti-Passerini, C. Palmieri (a cura di), L’educazione e i margini.
Temi, esperienze e prospettive per una pedagogia dell’inclusione sociale, Guerini &
Associati, Milano 2020.
Learning objectives:

Allow the student to acquire the main knowledge regarding:
1- Main interpretation perspectives of adolescents in education
2- New perspectives of interpretation of adolescent transgression and deviance
3- Educational strategies with adolescents with needs
Prerequisite:

Knowledge of the main socio-pedagogical theories relating to the understanding of risky behavior
Teaching methods:

Lectures, debate and learning communities
Exam type:

Written multiple choice text
Sostenibilità:

The intention of teaching the pedagogy of deviance is to prefigure an educational project as a process capable of promoting an understanding of the concept of well-being as being well, on the one hand, the activation of conduct in which one is a factor of good ( for oneself, for ach other, for the social community and for the enviroment), on the other. The professions dedicated to care should personally know, experiences and realize the meaning (resources, meaning and direction) of the paths offered for the benefit of others. In accordance with the paradigms of neuroscience, of the holistic approach to education and with the new ones orentations to training in “life skills”, the training proposal in questioni s located in compliance with the indications of the UNESCO 2030 Agenda, in particular the objectives number three and four of Education for Sustainable developement.
Further information:

Topics covered: difference and diversity, pedagogical integration and inclusion of adolescence and minors, pedagogy of welcoming and accompanyning minors, educational poverty add pedagogy in contexts of social vulnerabilty

The teaching aims the student to acquire the founding elements of the pedagogy of marginality, unease and deviance as a functional discipline for the development of good relationships between subjects, social contexts and educational times.
The purpose of the the teaching is to warn and prepare pedagogically the students to know how to interpret well the social phenonomenons, of lacking in social control and uneasiness in wider terms, and in particular to recognize the marginality and deviance situations that can degenerate into criminological conditions.
Student will be provided with content and knowledge as useful tools for the design and implementaion of adequate socio-educational intervention strategies in development process in minor and adolescent, as well as functional for the the planninning of re-educability paths in cases of educational poverty and social hardship and chaos.

Education is educating- educating oneself to the life. During this lessons you’ll be taken un consideration of the scientific paradigms that respond to a holistic-transformative orientation of educational programming toward a re-educational path attentive to the integrity and flourishing of the person.