B030196 - ADOLESCENT PEDAGOGY WITH WORKSHOP ON ADOLESCENT PEDAGOGY

Italian

The course start from a psycho-pedagogical approach to adolescent development and from its contextualization in the complex society. The focus: analysis of the different forms of expression of adolescent transformation. The aim of course is to develop relational skills in the educators, an professional that to be able to give meaningful answers to the different needs and tasks of adolescent development. Particular attention to the educational relationship and intervention methods

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

2 compulsory texts:
- Mancaniello M.R., Lavanga F., Formazione dell'adolescente nella Realtà estesa. La Pedagogia dell'adolescenza nel tempo della realtà virtuale, dell'intelligenza artificiale e del metaverso, Libreria Universitaria, Milano 2022. (in corso di stampa)
- Barone P., Gli anni stretti. Adolescenza tra presente e futuro, Franco Angli, Milano 2019

1 text chosen:

1 TEXT CHOSEN BETWEEN THESES::

Critical-reflective in-depth texts

- Acone G., Visconti E., De Pascale T., Pedagogia dell’adolescenza, ed. La Scuola, Brescia 2004
- Mancaniello M.R., Per una pedagogia dell'adolescenza. Società complessa e paesaggi della metamorfosi identitaria, PensaMultiMedia, Lecce 2018
- Barone P. (a cura di), Vite di Flusso. Fare esperienza di adolescenza oggi, Franco Angeli, Milano, 2018
- Calaprice S. (a cura di), Paradosso dell’infanzia e dell’adolescenza: attualità, adultità, identità. Per una Pedagogia dell’infanzia e adolescenza, Franco Angeli, Milano 2016
- Crone E., Nella testa degli Adolescenti, ed. Apogeo, Milano 2012
- Recalcati M., Le mani della madre. Desiderio, fantasmi ed eredità del materno, Feltrinelli, Milano, 2015
- Miscioscia D., Miti affettivi e cultura giovanile, Franco Angeli, Milano 2002
- Monniello G., Quadrana L., Neuroscienze e mente adolescente, ed. Magi, Roma 2010
- Morin E., La sfida della complessità, Le Lettere, Firenze 2011.
- Pietropolli Charmet, G., Fragile e spavaldo: ritratto dell’adolescente di oggi, Laterza, Bari 2008
- Slepoj V., L’età dell’incertezza, Mondadori, Milano 2008
- Vegetti Finzi, S., Battistin, A.M. (2000), L’eta incerta, Mondadori, Milano 2000

texts of operational and methodological deepening

- Ammanniti M, Adolescenti senza tempo, Raffaello Cortina edizioni, Roma 2018
- Bonino, S., Cattelino, E., Ciairano, S., Adolescenti e rischio: comportamenti, funzioni e fattori di protezione, Giunti, Firenze 2007.
- Buccolo M. (2013), L' educatore emozionale. Percorsi di alfabetizzazione emotiva per l'infanzia, Milano, Franco Angeli.
- Mannucci A., Collacchioni L. (a cura) (2012), Emozioni, cura, riflessività: valorizzare le differenze per promuovere la formazione di ognuno, Pisa, ETS.
- Moreno C., Parrello S., Iorio I. (a cura di), La mappa e il territorio. Ripensare l’educazione tra strada e scuola, Sellerio ed., Palermo 2014.
- Pietropolli Charmet, G., Giovani vs adulti: come crescere insieme, Aliberti editore, Roma 2012.
- Pietropolli Charmet, G., I nuovi adolescenti: padri e madri di fronte a una sfida, Raffaello Cortina, Milano 2000.
- Riva, G., Nativi digitali: crescere ed apprendere nel mondo dei nuovi media, Il Mulino, Bologna 2014
Sabatano F., Pagano G., Libertà Marginali. La sfida educative tra devianza, delinquenza e Sistema camorristico, Guerini Scientifica, Milano 2019
- Scarcelli C. M. (2015), Intimità digitali. Adolescenti, amore e sessualità ai tempi di internet, Franco Angeli, Milano.
- Tonioni F., Psicopatologia web-mediata. Dipendenza da internet e nuovi fenomini dissociativi, Springer Verlag, Milano 2013.
- Vicari S., Di Vara S. (a cura di), Bambini, adolescenti e covid-19. L'impatto della pandemia dal punto di vista emotivo, psicologico e scolastico, Erickson, Trento 2021

OBJECTIVES:

KNOWLEDGE:
The student will master the main theories about adolescence, with special attention to psycho-social and pedagogical interpretations related to the development of the personality, in order to understand the value of taking the relational components and socio-cultural context and educational life , in the development of the subject teenager.

In particular it must be able to:
- Know some of the main theoretical models of adolescence, with special attention to new interpretive paradigms psychopedagogic
- Being able to analyze the needs and tasks of development of adolescents in today's society
- Knowing how to analyze levels and educational dimensions in working with teenagers
- Knowing the tools and active and participatory methodologies for educational work with adolescents
- Have knowledge of key research methodologies for the design work and intervention with adolescents
- Know the foundations of educational planning in work contexts with teens

SKILLS:
The skills and abilities are expected mostly on the development of skills of the "knowing how to be", even before the knowledge and "know how." The work with adolescents requires the ability of knowing-it is and recognize the otherness and its value, from an awareness of one's communicative-relational mode and the ability to create a relationship to the subject up, welcoming and educationally founded. In addition, the student must show an ability to use educational methods that originate from adolescence pedagogy and relational pedagogy.

In particular it must be able to:
- Knowing how to act showing a capacity to intervene pedagogically founded
- Knowing how to differentiate the social and cultural representations of adolescence, the developmental needs manifested by teenagers
- Knowing how to recognize the shake of adolescents according to the communicative-expressive paradigm of evolutionary transformation
- Knowing how to analyze pedagogical contexts of educational and training program - both non-formal and informal, and formal - targeted at adolescents (foster homes, the territorial services for the reception of adolescents and youth, school)
- Be able to design educational and training programs for the subject and for the adolescent peer groups, both in the field of non-formal work, informal and formal.
- Be able to design the interventions according to the methodology of participatory action research and design of the main qualitative methods
- Knowing how to manage and verify the design, the educational intervention and its remodeling, both in relational terms that praxic-operating

The Community Pedagogy exam must first be taken and then the Adolescent Pedagogy exam
THE LABORATORY HAS COMPULSORY ATTENDANCE

The teaching methods are integrated between theoretical and operational dimensions 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.

It is useful to read a manual of developmental psychology, preferable:
Lucangeli D., Vicari S., Psicologia dello sviluppo, Mondadori Università, Milano, 2019

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.

Attending students will be required to make a port-folio of learning, which will be the subject of reflection during the interview for verification of learning.

The transformations of our time, in the light of the complexity paradigm, present us the duty and the need to read the educational processes with new eyes and require that educators are able to fully understand the development of the adolescent's inner world, not confusing the effect of the actions and behavior, with the motivation and the expressive nature that they bring with them. It is at the center of a historic transition from traditional society to the complex society, the company has fast transformations, but the adult world seems to slow processes of change and little attention to the needs of child and adolescent development in the contexts of life revolutionized compared to historically recent times.
Many of ways and means that over the years have been proposed to work with teens today do not show the character and adequacy of significance for new adolescents. The need to re-read so destruens the main social and cultural representations that have marked the educational practices aimed at teenagers, will be the basis to better understand what are the needs of today's teenagers, development tasks that have to cross and potential educational own educator that is measured with this age of life. Adolescence is undoubtedly a time of transformation that requires a profound ability to stay in the relational dimension, which challenges every ability and motivation, which also causes difficulties for educators, teachers and adults in general and knowledge of the educator, who bares all aspect of society in which it develops, becoming a mirror of the past and the prism of the future.
His character of "non-reversible", the "catastrophe" of evolution, of moments and moments that find their limits and potential relationships and social experiences that the person lives during this period, ask the educator (and every adult ), a greater awareness and a profound maturation of knowledge and skills, first of all the press-emotional and relational, but also the educational methodology. In a twisted relationship between educational theory and practice, the classroom work will take place by integrating classroom lessons with active and participatory methodologies, with a path that wants to address a reflective capacity to develop different dimensions of knowledge, especially in "knowing how to be" even before "knowledge" and "know how."
During the course will address the following content:

 Growing up in a "liquid" society and "complex".
 Social Transformations transformation of parental roles: Evaporation of the father figure and redefinition of the mother figure.
 The theoretical foundations of pedagogy in relation to developmental age
 The construction of identity and the definition of the self: the transition from childhood to adolescence new "digital natives"
 affectivity and adolescence: the myths affective
 Among educational and emotional communication relationship: the body as a mediator between the self and the world.
 The role of the adolescent's emotional communication.
 The function of "risk" and the search for the "sense of limits" in adolescence: a complex relationship with death
 The suffering adolescent expressions: when adolescence becomes social distress
 The educational work with difficult teenagers
 The social educator's competences: the pedagogical design of the territorial interventions. Comparing experiences.
 Tools and pedagogical intervention methods in adolescence

Goals 4 Quality Education; Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all