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Second Semester 
Teaching style
Lingua Insegnamento

Informazioni aggiuntive

Course Curriculum CFU Length(h)
[20/44]  HISTORY AND SOCIETY [44/00 - Ord. 2016]  PERCORSO COMUNE 6 30


The teaching unit will target the learning of the basic tools (theoretical and methodological) of geographical studies aimed to the analysis of territorial dynamics, according to cultural and history view. The course also aims to acquire the skills needed in a subsequent application of knowledge in research, teaching and in transmission systems of culture, right in information society; and that also considering the values of local societies.

The skills to be developed concern the acquisition of a good knowledge of environmental, political, economical and social dynamics, referring at an interdisciplinary perspective, with particular regard to the territorial disciplines. Graduates will be able to have acquired a good knowledge even in studies of geographical disciplines with a view to its subsequent application in research, in education and in cultural studies.

Graduates will have to demonstrate knowledge and understanding skills that extend those of the first cycle of studies and allow them to elaborate original ideas. They will demonstrate the ability to apply knowledge and understanding, and to solve problems in new fields, inserted into interdisciplinary contexts. They will be able to integrate knowledge, manage their complexity and make autonomous judgments, also on the basis of incomplete information, including reflection on the social and ethical responsibilities associated with the application of their knowledge and values. Finally, they will have to be able to communicate their conclusions and knowledge and the relationship with them, to specialists and non specialists.

They will also have to act autonomously by acquiring learning abilities and applying them to research and critical use of sources and literature.


Knowledge of the main geographical paradigms. The student must be able to identify geographical problems. The student must as well be able to frame the relationship between society, culture and territory in the transformation of the current globalized world, and, particularly, in the Mediterranean area.


The didactic unit, articulated in three parts, will be based on the geography of the landscape as a filter of analysis to interpret socio-ecological relationships and their historical evolution. The approach developed will take into account the consolidated lesson of human geography, and more generally that of territorial sciences. The course will examine the relationships between space, places, natural environment and man-made environment and will then be divided into case studies dedicated to different themes and geographical areas, including Sardinia. The description of environmental and territorial structures that are compatible with the integrity of ecosystems, with the preservation of landscape quality and with sustainable models of social change will not be omitted.

Part One: Introduction to structural changes in territoriality.
A path of analysis of the global geographical context will be developed, with a reasoned description of the types of spaces, actors, policies and practices of environmental and landscape transformation of the territories, considered in their historical evolution from pre-modernity, to the accomplished modernity, to the current period of systemic turbulence.

Part Two: A brief review of theories and methods of studying the environment and landscape.
Evolution of "environmentalist" approaches to the regulation of the contemporary world and recent overview of society/nature relations. The biosphere, transformed into the environment we inhabit will be analyzed from the qualitative point of view of systemic interrelationships between living and non-living material entities, human and non-human, framed in the current phase of anthropocene globalization.

Part three: Thematic case study on rural Sardinia.
It will examine the processes of modernization of social activities and the practices of temporary frequentation of the territories; the result will be a mosaic of places of daily residence, modified over time by socio-economic and settlement changes, and of "touristified" places, according to practices due to the periodic presence of external visitors. Geo-historical interpretative models will be used, with evidence of socio-ecological criticalities.

Teaching Methods

The lectures will be usually presented through slides. Seminar activities and exercises are to be carried out according to case studies. Students are advised to use geographical atlas. Some insights will be conducted through audiovisual media and the Web.

Verification of learning

The evaluation of the student provides an oral examination. The acquisition of skills will be assessed through the demonstration of the ability to use geographical knowledge of environmental, political, economic and social dynamic in an interdisciplinary perspective, especially concerning territorial disciplines.

More precisely, through the oral examination, the attribution of marks will concern for three quarters the learning ability and critical interpretation of the following subjects:
Part I - Theoretical introduction, Part II - Territory, environment and landscape, methodological aspects, Part III - Case study, topics. The ability to establish links between the various themes, the expressive mastery of the specific geographic language, the active participation of students in lessons, exercises and work individually done in the form of exercises and reports will be evaluated for a further fourth of the overall grade.
The fulfillment of the above-mentioned aspects is a necessary condition for achieving an evaluation of 29/30. The grades above 29/30 will be awarded to students whose tests meet all of the above aspects and also demonstrate excellent knowledge of the topics, the use of an appropriate logic and the complete correctness of the procedures identified for solving the questions.


Texts adopted:
a) L. Decandia, Dell’identità. Saggio sui luoghi: per una critica della razionalità urbanistica, Rubettino, Soveria Mannelli-CZ, 2000, pp. 49-127 (Parte seconda, integrale e Parte terza, parziale).
b) F. Parascandolo, “Crisi dei paesaggi, agricoltura e ritorni alla terra”, Quaderno 12 - Abitare la Terra. Strutture del paesaggio e insediamenti rurali, a cura di Gabriella Bonini e Rossano Pazzagli, VIII edizione Summer School Emilio Sereni, Istituto Cervi editore, Reggio Emilia, 2017 (20 pp.).
b) F. Parascandolo, M. Tanca, “I paesaggi nell'Antropocene”, in C. Giorda (a cura di), Geografia e Antropocene. Uomo, ambiente, educazione, Carocci editore, Roma, 2019, pp. 50-60.

a) Enzo Scandurra, “Biosfera, l'ambiente che abitiamo”, e “La questione ambientale: nascita e sviluppo”, in Id., et al., Biosfera, l'ambiente che abitiamo, Derive Approdi, Roma, 2020, pp. 7-54 e pp. 83-130.
b) Cristiano Giorda, “Piccolo lessico per una scrittura geografica dell'Antropocene”, in C. Giorda (a cura di), Geografia e Antropocene. Uomo, ambiente, educazione, Carocci editore, Roma, 2019, pp. 26-49.

a) F. Parascandolo, “Dalla modernizzazione socio-territoriale ad embrionali elementi di transizione ecologica. Appunti per una genealogia dei mutamenti insediativi in Centro Sardegna”, in F. Salvatori (a cura di), XXXII Congresso Geografico Italiano, L’apporto della Geografia tra rivoluzioni e riforme (Roma, 7-10 Giugno 2017), A.Ge.I., Roma, 2019 (9 pp.).
b) F. Parascandolo, “Territori rurali e sostenibilità nel processo di costruzione della Sardegna turistica”, Annali della Facoltà di Lettere e Filosofia, Università degli Studi di Cagliari, Nuova serie XXII, 2004, Cagliari, 2005 (21 pp.).

More Information

Many of the texts in the program will be provided to students during the course as e-mail attachments, while other additional and supplementary documents can be found on the "UniCa" teaching page dedicated to DIDACTICAL MATERIALS. Irrespective of the frequency and method of attendance at the lessons (in attendance or at a distance) and in order to facilitate full knowledge of the methods used for the exam, students will be required to confer with the teacher through a specially programmed teleconference reception, and to do so at least once before the exam (for which a simulation is also provided during the course).

Questionnaire and social

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