Dissertations / Theses on the topic 'Cittadinanza sociale'
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GHIDINI, Alberto. "Generarsi alla società. Educare alla complessità per educare alla cittadinanza." Doctoral thesis, Università degli studi di Bergamo, 2012. http://hdl.handle.net/10446/26738.
Full textLazzari, Anna <1997>. "Il ponte sottile tra pedagogia e arte. Itinerari di cittadinanza planetaria." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19680.
Full textMATERIA, SIMONA. "CARCERE E CITTADINANZA: L¿ISTITUZIONE PENITENZIARIA NEL PROCESSO DI INCLUSIONE/ESCLUSIONE SOCIALE DEI MIGRANTI." Doctoral thesis, Università degli Studi di Milano, 2014. http://hdl.handle.net/2434/232490.
Full textThe past few decades have been marked by a significant increase in the percentage of immigrants detained in prisons in Europe, disproportionate incidence of foreigners in the concerned territory. In Italy the phenomenon of over- representation of immigrants in prisons has a vey important dimension , that has attracted the interest of the sociological and criminological literature , research-oriented interest of its causes. The present work aims to investigate not the causes, but the effects of the experience of imprisonment on immigrants’s lives. Specifically, we’ll examine two main lines of interpretation, both included inside the internal current of Marxism, and we’ll pay attention to the correlation between the labor market and the prison system . According to the literature, the prison is a main entrance to the Social Contract for the new working class , made up of immigrants now a days. In fact, inside the jail, they have the opportunity to benefit from certain forms of welfare , accessing services and opportunities (health care , education and literacy , regular employment and job training ) from them - especially if irregular - they generally are excluded in condition of freedom in Italy. A different approach has argued instead that the detention of immigrants performs a function merely neutralizing aimed at their definitive exclusion from the social context . Inquire to what " offers " the penitentiary to immigrants and migrant life stories collected from offenders in the Prison of Capanne ( PG ), this work aims to understand what function the prison plays today against immigrants , and especially if it represents today a first step in the process of inclusion of the new working class , which has become a place of neutralization , with the advent of post-Fordist production system, a place of storage of excess workers.
De, Marchi Lucia <1976>. "Minori stranieri non accompagnati : percorsi di formazione alla cittadinanza attiva." Doctoral thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4609.
Full textThe reality of unaccompanied minors is clearly present throughout the Italian territory. This research based on the mixed method has highlighted the difficulties in education for active citizenship of these minors, both because of the scarcity of resources, both for hostile national and local legislation to their social integration. The transition to the age of majority is always critical, and many minors are at risk of social exclusion. It is necessary that the various stakeholders define interdisciplinary training that allow unaccompanied minors to improve their competencies, not only for social inclusion, but also for an active engagement as citizens on the future.
MILITO, Francesco. "Educazione alla cittadinanza e Bisogni Educativi Speciali: un incontro necessario." Doctoral thesis, Università degli studi di Bergamo, 2014. http://hdl.handle.net/10446/61894.
Full textArtoni, Matteo <1980>. "Cittadinanza e impegno politico. Una ricerca empirica sulla presenza dei giovani nei contesti politici." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1669/1/Tutta.pdf.
Full textArtoni, Matteo <1980>. "Cittadinanza e impegno politico. Una ricerca empirica sulla presenza dei giovani nei contesti politici." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/1669/.
Full textBaldoni, Anna <1975>. "Educare alla cittadinanza democratica. La partecipazione di adolescenti e giovani negli enti locali della regione Emilia Romagna." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/1001/1/Tesi_Baldoni_Anna.pdf.
Full textBaldoni, Anna <1975>. "Educare alla cittadinanza democratica. La partecipazione di adolescenti e giovani negli enti locali della regione Emilia Romagna." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/1001/.
Full textSALSI, MONICA. "Oratorio e sfida multiculturale: sviluppi pedagogici per la formazione di una nuova cittadinanza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10970.
Full textThe research focuses on the pedagogical contribution of Oratories to formulate a global citizenship concept. Oratories, peculiar Italian religious institutions and educational contexts, are now involved in a multicultural challenge: the increasing participation of minors of foreign origins stimulates Oratories, as educational “devices”, to improve their capacity of reception and integration. Moreover, Oratories can educate minors creating a sense of living together and the concept of citizenship in global perspective, which aim should be the construction of a shared common good through the respect and valorization of human diversity. According to the current development on the intercultural and global citizenship and using quantitative and qualitative research methods (interviews with educators, focuses groups with teenagers, evaluation indicators), the research focuses on the role of informal education in a integral human development, through the social dimensions and everyday relationships, learning and experiences.
SALSI, MONICA. "Oratorio e sfida multiculturale: sviluppi pedagogici per la formazione di una nuova cittadinanza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10970.
Full textThe research focuses on the pedagogical contribution of Oratories to formulate a global citizenship concept. Oratories, peculiar Italian religious institutions and educational contexts, are now involved in a multicultural challenge: the increasing participation of minors of foreign origins stimulates Oratories, as educational “devices”, to improve their capacity of reception and integration. Moreover, Oratories can educate minors creating a sense of living together and the concept of citizenship in global perspective, which aim should be the construction of a shared common good through the respect and valorization of human diversity. According to the current development on the intercultural and global citizenship and using quantitative and qualitative research methods (interviews with educators, focuses groups with teenagers, evaluation indicators), the research focuses on the role of informal education in a integral human development, through the social dimensions and everyday relationships, learning and experiences.
Calenda, Marika. "I giovani, le istituzioni e il contesto socio-educativo: un'indagine nel Comune di Battipaglia." Doctoral thesis, Universita degli studi di Salerno, 2012. http://hdl.handle.net/10556/305.
Full textIl progetto di ricerca verte principalmente sulle problematiche inerenti il possesso di competenze di cittadinanza attiva da parte dei giovani, indispensabili per attivare i meccanismi di partecipazione sociale e culturale e sul ruolo delle istituzioni e della scuola nella formazione di cittadini consapevoli e responsabili. Si ritiene, infatti, che la formazione alla cittadinanza possa contribuire ad accrescere i livelli di coinvolgimento e partecipazione giovanile, influendo sulle dinamiche che generano quei processi di allontanamento dalla vita pubblica cui spesso si accompagnano sentimenti di indifferenza rispetto alle questioni di interesse generale e di rilievo per la collettività. Il punto di partenza di questo lavoro è costituito da una rapida descrizione e disamina di alcuni dei concetti che sono riconducibili al tema della partecipazione, quelli appunto di cittadino e di cittadinanza. Si prosegue prendendo in esame uno dei principali contributi sul concetto di cittadinanza, quello di Thomas H. Marshall e, successivamente, vengono discussi i cambiamenti che hanno riguardato il concetto di cittadinanza sotto la spinta dei fenomeni di globalizzazione ed immigrazione. Nel secondo capitolo il lavoro è incentrato maggiormente sul contesto scolastico, riflettendo nello specifico sul ruolo della scuola nella formazione di cittadini consapevoli e responsabili, sull’idea di educazione come esperienza di vita sociale, come nella concezione di John Dewey. La seconda parte è interamente dedicata alla ricerca sul campo. Titolo della ricerca: “I giovani, le istituzioni e il contesto socio-educativo: una ricerca nel Comune di Battipaglia”. Temi della ricerca: rapporto tra giovani e istituzioni, educazione alla cittadinanza, ruolo della scuola nella formazione dei cittadini, forme di partecipazione giovanile. Premesse: la Regione Campania è impegnata da tempo a declinare alcuni importanti principi di provenienza comunitaria che riguardano il mondo della gioventù, tra i quali: l’apertura, la partecipazione, la responsabilità, l’efficacia e la coerenza. Nella prospettiva europea i giovani hanno un ruolo chiave che li vede protagonisti del processo di costruzione dell’Unione europea. In questo senso, uno dei principali obiettivi delle politiche giovanili è quello di favorire il coinvolgimento dei giovani nei processi decisionali, considerando i ragazzi come una risorsa su cui investire, senza trascurare il loro ruolo di cittadini consapevoli, critici e attivi, protagonisti dello sviluppo della società. Con la L.R. 14/2000 nasce in Campania la rete territoriale denominata Sistema Informativo Regionale Giovanile (SIRG) per promuovere ed incentivare l’istituzione dei servizi Informagiovani per il perseguimento delle finalità primarie dello sviluppo dell’informazione e partecipazione dei giovani... [a cura dell'autore]
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Tolio, Eleonora <1995>. "L’ASSISTENTE SOCIALE CASE MANAGER NELLA DEFINIZIONE DEI PATTI DI INCLUSIONE SOCIALE PER I BENEFICIARI DEL REDDITO DI CITTADINANZA: L'ESEMPIO DEL COMUNE CAPOFILA DI AMBITO DI BASSANO DEL GRAPPA." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19716.
Full textFATTORI, FRANCESCO. "FA' LA COSA GIUSTA! DISOBBEDIENZA PRO-SOCIALE, RAGIONAMENTO MORALE, E VALORI DI IMPEGNO COME PREDITTORI DI UN (NUOVO) MODELLO DI AZIONE COLLETTIVA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2015. http://hdl.handle.net/10280/6212.
Full textThis dissertation presents the results of a multi-phase project whose goal was the creation of a new model of solidarity-based collective action. Developed in three consequential and necessary phases, this project aims to provide theoretical, methodological and practical guidance for interventions of global citizenship to favor conditions of social justice. The first phase consists of a cross-cultural study conducted in Italy, Austria and the United States aimed at detecting the social representations of the concepts of obedience and disobedience in young adults groups. The discussion of the results highlights the similarities and the differences between cross-cultural representations and defines the concepts of obedience and disobedience for the first time in literature, through the use of completely bottom-up mixed methods. In the second phase has been created and validated a psychometric instrument that can measure the attitude related to pro-social disobedience because, in the third and final stage, this construct, along with the variables moral reasoning and engagement values, have been tested as predictors of the EMSICA model, that explains collective action in favor of a disadvantaged out-group. The discussion of the results indicates the empirical relevance of these variables offering interesting insights for policy makers.
FATTORI, FRANCESCO. "FA' LA COSA GIUSTA! DISOBBEDIENZA PRO-SOCIALE, RAGIONAMENTO MORALE, E VALORI DI IMPEGNO COME PREDITTORI DI UN (NUOVO) MODELLO DI AZIONE COLLETTIVA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2015. http://hdl.handle.net/10280/6212.
Full textThis dissertation presents the results of a multi-phase project whose goal was the creation of a new model of solidarity-based collective action. Developed in three consequential and necessary phases, this project aims to provide theoretical, methodological and practical guidance for interventions of global citizenship to favor conditions of social justice. The first phase consists of a cross-cultural study conducted in Italy, Austria and the United States aimed at detecting the social representations of the concepts of obedience and disobedience in young adults groups. The discussion of the results highlights the similarities and the differences between cross-cultural representations and defines the concepts of obedience and disobedience for the first time in literature, through the use of completely bottom-up mixed methods. In the second phase has been created and validated a psychometric instrument that can measure the attitude related to pro-social disobedience because, in the third and final stage, this construct, along with the variables moral reasoning and engagement values, have been tested as predictors of the EMSICA model, that explains collective action in favor of a disadvantaged out-group. The discussion of the results indicates the empirical relevance of these variables offering interesting insights for policy makers.
CANFAROTTA, Daniela. "Sviluppo di competenze chiave di cittadinanza e di metacognizione attraverso l'insegnamento di Latino e Greco: percezioni di docenti e studenti della Scuola Secondaria in Spagna e Italia." Doctoral thesis, Università degli Studi di Palermo, 2020. http://hdl.handle.net/10447/395228.
Full textBoth academics and legislators discuss the importance of innovative learning and teaching methods to prevent early school leaving and prepare future adults to face unfavorable social contexts. This is why since 2006 the European Parliament has encouraged all member countries to promote key citizenship competences and metacognition at school. However, specific studies on classical languages in secondary school are lacking. The aim of this study is to find out what the perceptions of Italian and Spanish students and teachers are regarding the learning and teaching of classical languages according to competences. We use an observational case study, with a mixed, parallel, convergent design, with 213 students and 47 teachers. By comparing the results of the quantitative and qualitative analysis that relate to metacognition, students 'observable behaviors and opinions reinforce the idea that students' learning conceptions influence their metacognitive strategies. It is also confirmed that some pupils have a certain perception of the usefulness of Latin and Greek, even if they ask for a tool that helps them become more aware of the development of key citizenship competences through these studies. In particular, it is highlighted that the Spanish students emphasize more the usefulness of the classics in terms of communication skills, while the Italian students emphasize more the competence of "learning to learn". As for the metacognition of teachers of classics, it is shown that these teachers are used to reflecting on the teaching process and offer interesting suggestions for improving the teaching of classics.
CLERICI, CLAUDIA. "Le nuove sfide per l'educazione alla pace in un mondo globalizzato." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/140.
Full textPeace Education has been analyzed with an historical perspective since the twentieth century, in order to understand how it is affected by cultural, social and anthropological changes. Cold war scenery and nuclear threat are analyzed as specific situations that cause humanity to face a pantoclastic perspective for the first time. The end of the cold war, post-colonialism and new kinds of conflict allow globalization challenges to peace to be taken. The way pedagogical reflection has interiorized these changes is thus analyzed in order to propose non anachronistic educational programs that enable people to cohabit with contemporary complexity, using it in a proactive way. Analysis about practical strategies such as conflict resolution, memory and reconciliation conclude the research.
CLERICI, CLAUDIA. "Le nuove sfide per l'educazione alla pace in un mondo globalizzato." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/140.
Full textPeace Education has been analyzed with an historical perspective since the twentieth century, in order to understand how it is affected by cultural, social and anthropological changes. Cold war scenery and nuclear threat are analyzed as specific situations that cause humanity to face a pantoclastic perspective for the first time. The end of the cold war, post-colonialism and new kinds of conflict allow globalization challenges to peace to be taken. The way pedagogical reflection has interiorized these changes is thus analyzed in order to propose non anachronistic educational programs that enable people to cohabit with contemporary complexity, using it in a proactive way. Analysis about practical strategies such as conflict resolution, memory and reconciliation conclude the research.
Benvenuti, Marco. "Cittadinanza e diritti sociali : un'analisi comparativa tra Italia e Francia." Montpellier 1, 2007. http://www.theses.fr/2007MON10063.
Full textTracchi, Matteo. "Citizenship education in Croatia and Italy: what place and role for human rights? A multi-level actor-centred approach to human rights education." Doctoral thesis, Università degli studi di Padova, 2020. http://hdl.handle.net/11577/3425917.
Full textPASTA, STEFANO. "PREGIUDIZIO 2.0. FORME DI INTOLLERANZA NELLA CULTURA GIOVANILE CONTEMPORANEA. MODELLI TEORICI E PRATICHE EDUCATIVE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10968.
Full textThe study deals with the topic of manifestations of “prejudiced thought” in the digital environment, which are often linked with “banalised” racist and socially shared performances. In order to identify specific educational responses and good practices of intervention, the various forms taken by prejudice on the Web in the light of affective-emotive, and not only rational, aspects have to be analysed. The research environment is Web 2.0, understood as “augmented reality”, i.e. a space that is not opposed to reality but marked by its own specificities. A corpus of “online racism” has been identified to be submitted to a qualitative-textual analysis through T-Lab software and, in parallel, a qualitative-motivational type of analysis. The results obtained were then interpreted in the light of a dual bibliography: on the one hand that of intercultural pedagogy and classic studies on racism, on the other that on the characteristics of the digital environment, the pragmatics of online communication and of Media Education. Some conversations were also carried out during the research – with different outcomes – via Ask.fm with adolescents contacted as, in various ways, they had taken part in racist performances; as well as a case study of virtual ethnography, this is proposed as an experiment on education on reflectivity. It will be noticed how an implicit recovery of the biological question, with non-scientific bases, emptied of meaning, but paradoxically accepted and internalised, derives from the banalisation of racist theories and the lack of a sense of responsibility of “being on the Web”. On the other hand, several examples of activating “digital citizens” are encountered; from this “antiracist capital” as well, the role of education for citizenship – intercultural, digital and moral – in forming subjects and moral agents in the mediapolis, asserting the value of responsibility towards others, will also be emphasised.
PASTA, STEFANO. "PREGIUDIZIO 2.0. FORME DI INTOLLERANZA NELLA CULTURA GIOVANILE CONTEMPORANEA. MODELLI TEORICI E PRATICHE EDUCATIVE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10968.
Full textThe study deals with the topic of manifestations of “prejudiced thought” in the digital environment, which are often linked with “banalised” racist and socially shared performances. In order to identify specific educational responses and good practices of intervention, the various forms taken by prejudice on the Web in the light of affective-emotive, and not only rational, aspects have to be analysed. The research environment is Web 2.0, understood as “augmented reality”, i.e. a space that is not opposed to reality but marked by its own specificities. A corpus of “online racism” has been identified to be submitted to a qualitative-textual analysis through T-Lab software and, in parallel, a qualitative-motivational type of analysis. The results obtained were then interpreted in the light of a dual bibliography: on the one hand that of intercultural pedagogy and classic studies on racism, on the other that on the characteristics of the digital environment, the pragmatics of online communication and of Media Education. Some conversations were also carried out during the research – with different outcomes – via Ask.fm with adolescents contacted as, in various ways, they had taken part in racist performances; as well as a case study of virtual ethnography, this is proposed as an experiment on education on reflectivity. It will be noticed how an implicit recovery of the biological question, with non-scientific bases, emptied of meaning, but paradoxically accepted and internalised, derives from the banalisation of racist theories and the lack of a sense of responsibility of “being on the Web”. On the other hand, several examples of activating “digital citizens” are encountered; from this “antiracist capital” as well, the role of education for citizenship – intercultural, digital and moral – in forming subjects and moral agents in the mediapolis, asserting the value of responsibility towards others, will also be emphasised.
Fucciso, Erika <1988>. "Bangladesi e Italiani. Acquisizione della cittadinanza e traiettorie sociali degli immigrati dal Bangladesh a Padova." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/9365.
Full textCHERUBINI, DANIELA. ""Diventare cittadine". Cittadinanza e pratiche partecipative delle donne migranti in Andalusia." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/13201.
Full textBreda, Maria Grazia. "La comunicazione museale verso la cittadinanza attiva. Ricerca nei musei della provincia di Siracusa." Doctoral thesis, Università di Catania, 2014. http://hdl.handle.net/10761/1589.
Full textTrucco, Daniela. "Giovani musulmani figli di immigrati e cittadinanza. Un'analisi delle rappresentazioni sociali in Italia alla luce del caso francese." Thesis, Nice, 2015. http://www.theses.fr/2015NICE0019/document.
Full textAfter more than a hundred years of massive emigration and about thirty of immigration, Italy now faces the issue of second generation immigrants' citizenship, both in the sense of the acces to legal status of citizen – now based on ius sanguinis, with the possibility of acquiring the citizenship iure soli at the age of eighteen under the condition of permanent residence and following an expression of intent – and in the substancial sense of inclusion within the political community.This dissertation has the aim to open the concept of citizenship – as central in the political science as it is «essentially contested» - to empirical research, in its connections with national, religious and political spheres, leading to a rethinking of the national citizenship question. It is broadly devided into two parts : in the first, social representations of citizenship among a groupe of «young muslim immigrants children» are analysed, leading to three «models of citizenship»; in the second, a fieldwork within «young muslim immigrants children» associations and within the Citizenship Office of Genoa Municipality is realised. Ethnography permits to complete the analyses by taking into accout practices and processes through wich different meanings of citizenship are negociated, among power relations. A comparative approach adopting the French case as a «mirror» to the Italian one, allows to discuss a stereotyped opposition between «ethnical» and «ethical» nations, and propose a few paths to theoretical generalization
ARDUINO, ALESSANDRO. "Responsabilità sociali delle aziende e sviluppo organizzativo nella Repubblica Popolare Cinese. Retention delle risorse umane tramite la cittadinanza d'impresa." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/28159.
Full textOliveri, Federico. "Dal proletariato integrato alla cittadinanza insorgente : Habermas e la teoria critica della società alla ricerca di soggettività antagoniste." Doctoral thesis, Scuola Normale Superiore, 2010. http://hdl.handle.net/11384/86117.
Full textRINIOLO, VERONICA. "I PROCESSI DI INTEGRAZIONE DEI MIGRANTI E GLI INDICATORI DELLE PRATICHE DI CITTADINANZA. IL CASO SVEDESE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2015. http://hdl.handle.net/10280/6099.
Full textCitizenship practices are a central issue in migration studies, but not yet adequately reflected in the social sciences. In line with this, the three main objectives of this work may be summarised as follows. The first objective is to offer an analytical definition of citizenship practices capable of encompassing, both analytically and empirically, different forms of participation and at different levels (local, national, international, and transnational). The second is to elaborate a comprehensive set of indicators able to measure the level of migrant participation. Finally, an additional objective is to identify migrant-specific patterns of participation in Europe, with a particular focus on Sweden. The findings of my work are the result of the combined use of both qualitative and quantitative research methods. I conducted 23 semi-structured interviews with key actors of Swedish society (institutional actors, representatives of NGOs and of equality bodies, representatives of migrant associations). In the light of the results of the desk research and interviews, I have constructed a set of 25 indicators aiming at measuring the level of migrant participation, in the political, socio-economic and cultural-religious fields. Thus, using these indicators, I analyse data of the European Social Survey Round 6.
RINIOLO, VERONICA. "I PROCESSI DI INTEGRAZIONE DEI MIGRANTI E GLI INDICATORI DELLE PRATICHE DI CITTADINANZA. IL CASO SVEDESE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2015. http://hdl.handle.net/10280/6099.
Full textCitizenship practices are a central issue in migration studies, but not yet adequately reflected in the social sciences. In line with this, the three main objectives of this work may be summarised as follows. The first objective is to offer an analytical definition of citizenship practices capable of encompassing, both analytically and empirically, different forms of participation and at different levels (local, national, international, and transnational). The second is to elaborate a comprehensive set of indicators able to measure the level of migrant participation. Finally, an additional objective is to identify migrant-specific patterns of participation in Europe, with a particular focus on Sweden. The findings of my work are the result of the combined use of both qualitative and quantitative research methods. I conducted 23 semi-structured interviews with key actors of Swedish society (institutional actors, representatives of NGOs and of equality bodies, representatives of migrant associations). In the light of the results of the desk research and interviews, I have constructed a set of 25 indicators aiming at measuring the level of migrant participation, in the political, socio-economic and cultural-religious fields. Thus, using these indicators, I analyse data of the European Social Survey Round 6.
BIONDI, Francesca. "I diritti sociali dello straniero tra frammentazione e non discriminazione." Doctoral thesis, Università degli studi di Ferrara, 2010. http://hdl.handle.net/11392/2389358.
Full textAPOSTOLI, CAPPELLO ELENA. "Ribelli, attivisti, militanti e viaggiatori. Politiche e miti nella relazione fra culture antagoniste italiane e movimento zapatista in Chiapas." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2009. http://hdl.handle.net/10281/7480.
Full textCONTINI, VALERIO. "Concezioni della sostenibilità e orientamenti temporali in contesti educativi informali. L’esperienza dei Gruppi di Acquisto Solidale = Conceptos de sostenibilidad y orientaciones temporales en contextos educativos informales. La experiencia de los Grupos de Compra Solidaria." Doctoral thesis, Università degli studi di Bergamo, 2012. http://hdl.handle.net/10446/27367.
Full textThe deep changes in today society point out new educational phenomena. Informal learning takes place spontaneously in people biography and living environment. Many studies show that informal education, more than formal one, can deeply and durably affect attitudes and lifestyles, can educate large masses of people, especially the most difficult to reach, to undertake to build a sustainable planetary community. This study investigates the Gruppi di Acquisto Solidale as informal educational experiences important for promoting a sustainable future. It examines and discuss the concepts of sustainability, the future time orientation and the informal educational dynamics in some Italian GAS. The first part of the work focuses on the complexity and fuzzyness of the concept of sustainability and some key dimensions of sustainable education. The conceptual categories identified have been used in field work to collect, analyze and interpret the empirical material. The second part presents the criteria, methodology, tools, activities (questionnaires, semi-structured individual interviews, participant observation, document analysis) undertaken during the field work. The third part presents the field work conducted on a sample of 148 subjects from four different GAS. The first and the second chapter expose the structure of the sample, the characteristics and mode of administration, the processing, analysis and discussion of the results of two questionnaires used in the field work: the Zimbardo Time Perspective Inventory (ZTPI) and the open questionnaire on the concepts of sustainability (specifically worked out for this research). The third presents the core of the field study. By means of document analysis, participant observation and semi-structured interviews carried out with some key informants the concepts of sustainability, the time orientation to future and the educational dynamics in the four social contexts under study are identified and analyzed. In the final chapter we discuss some critical aspects that came out from the fieldwork, and we assume some clues for further research in the future.
Los cambios profundos en nuestra sociedad de hoy ponen en evidencia nuevos fenómenos educativos. Aprendizajes informales toman forma de manera espontánea dentro de los recorridos existenciales y ambiente de vida. Muchos estudios muestran que la educación informal, más que la formal, puede afectar profundamente y durablemente las actitudes y estilos de vida, puede educar a las masas de personas, especialmente los más difíciles de lograr, a comprometerse a construir una comunidad planetaria sostenible. Este estudio examina el fenómeno de los Grupos de Compra Solidaria en cuanto experiencias educativas informales importantes para promover un futuro sostenible. Se analizan los conceptos de sostenibilidad, la orientación temporal al futuro y las dinámica educativas informales en algunos GAS italianos. La primera parte del trabajo se centra en la complejidad y el carácter fuzzy del concepto de sostenibilidad y algunas de las dimensiones clave de la educación sostenible. Las categorías conceptuales identificadas fueron utilizadas en el trabajo de campo para recoger, analizar e interpretar el material empírico. En la segunda parte del trabajo se presentan los criterios, metodología, herramientas, actividades (cuestionarios, entrevistas semi-estructuradas, observación participante, análisis de documentos) utilizados en el trabajo de campo. En la tercera parte se presenta el trabajo de campo realizado en una muestra de 148 sujetos de cuatro GAS. El primero y el segundo capítulo exponen la estructura de la muestra, las características y el modo de administración, el análisis y discusión de los resultados de los dos cuestionarios utilizados: el Inventario de la Perspectiva Temporal de Zimbardo /ZTPI) y el cuestionario abierto sobre los conceptos de sostenibilidad (desarrollado específicamente para esta investigación). El tercero presenta el corazón del trabajo de campo. A través de análisis documental, observación participante, entrevistas semi-estructuradas realizadas con algunos key informants se identifican y analizan los conceptos de sostenibilidad, la orientación temporal hacia el futuro y las dinámicas educativas en los cuatro contextos sociales en estudio. En el último capítulo se discuten algunos de los aspectos críticos que surgieron a partir del trabajo de campo, y asumimos algunos recorridos para futuras investigaciones.
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Full textBENVENUTI, Marco. "Cittadinanza e diritti sociali. Un’analisi comparativa tra Italia e Francia." Doctoral thesis, 2007. http://hdl.handle.net/11573/406924.
Full textMILANI, STELLA. "Rappresentazioni sociali e percorsi di integrazione. L’immigrazione tra immagini mutevoli della ‘società di accoglienza’." Doctoral thesis, 2011. http://hdl.handle.net/2158/597018.
Full textMONTICELLI, ELENA. "La tutela dei non - occupati in Italia: profili giuspubblicistici." Doctoral thesis, 2018. http://hdl.handle.net/11573/1225551.
Full textSAVELLI, Aurora. "Vero popolo, onorata cittadinanza : comunità di contrada e appartenenza territoriale a Siena (secc. XVI-XXI)." Doctoral thesis, 2006. http://hdl.handle.net/1814/6332.
Full textExamining Board: Prof. Gérard Delille, European University Institute, supervisor ; Prof. Anthony Molho, European University Institute ; Prof. James S. Amelang, Universidad Autónoma, Madrid ; Prof. Pietro Clemente
First made available online on 2 July 2018