Teachers against law 79/22: “Another counter-reform of the primary school” – Zic.it

81 Copernicus teachers took the initiative, through a document that can be connected through an online signature collection, and in a few days collected almost 2,000 signatures: “We will not just express theoretical dissent, but we will implement forms of protest that will not be limited to improvised strike “.

July 11, 2022 – 11:59

“We teachers from the school of the Italian Republic take the floor once again to declare our complete disagreement with DL 36/22, which has just been transformed into law (79/22) and school policy, the very vision of the school in which provision fits”. Thus begins the document “Degna-mente per la scuola”, promoted by 81 teachers from Copernicus High School from Bologna, which invites teachers and citizens from all cities to participate using the email address training @ copernicobo.Educationer.it or the online signature collection published on Change.org, which in a few days collected almost 2,000 signatures. “A strong critique of the decree, which changes the initial path for the aspiring future teacher, making it significantly burdensome in the face of uncertain and uneven results, puts itself in the so-called ‘training’ of teachers: the decree establishes ‘voluntary’ activities for teachers , already employed and compulsory for newcomers, to be carried out in three-year cycles, for several hours compared to the classroom, and to be concluded with a final evaluation; Discrimination between existing and newly hired teachers is clearly aimed at weakening solidarity and the common awareness of the teaching staff and strengthening harmful competitiveness in the school environment, which is otherwise completely unjustified, given that the employment takes place at the end. of a laborious training course, the longest and most complicated of those planned f or civil servants “.

The document continues: “What are the preconditions for this decree? That teachers, including those currently in service, should not be updated but ‘educated’. That their ongoing ‘education’ does not belong to themselves as they are considered out of able to self-determination, but to external bodies – and unrelated to the primary school: for this purpose the creation of the National Public School for Higher Education education system, equipped with massive financial resources, which makes use of Indire and Invalsi and will also have to lead the educational activities for school leaders, DSGAs, administrative, technical and auxiliary staff. ) and rejected, completing the internal rift in our category that worked to the passive acceptance of the Minister of Education one’s short-term policy over the last thirty years. The evaluation of teachers is nonetheless about ‘digital skills’, ‘planning, mentoring, guidance and coaching’, ‘performance indicators’ and not the need to listen and enter into dialogue with growing people, sharing knowledge and cultural passions : one can ask oneself how it is. possible to adopt the language and parameters of business efficiency in a place called to respect each student’s learning time, which can only in this way form a critical conscience and intellectual complexity; but this deontological and pedagogical basis of the teaching profession did not worry the drafters of Legislative Decree 36/22. The whole structure of the decree is contrary to the strategic vision contained in note 37638 of 30 November 2021 from the same Ministry of Education on the training of continuing education teachers, entrusted to the department’s education plans (art.63-71, CCNL 2006-2009)) approved from The teaching body, plans that properly include self-training and research, peer training, laboratory activities, in-depth and improvement groups, free initiative of individual teachers, through the use of the specific teacher charter “.

Furthermore, ”the joke in the decree actually stipulates that all the ‘new education’ is financed with the abolition of the teachers’ charter – the Copernicus teachers write – and the abolition of almost 10,000 professorships. At the same time, expenditure on education in Def, approved in early April 2022, falls from 4% of GDP to 3.5% in 2025, all due to the decline in the birth rate and the aging of the population, as if the education of citizens and professionals in the present and the future was merely a matter of calculation, a double entry. For those of us who work daily in school, in contact with social reality, it is clear that the needs and problems of students’ cultural and human formation are different, and they are the same ones that we have uselessly condemned since the disastrous Gelmini law : the class chicken farm, which the Minister insists on denying, or rather hiding, the problematic nature, if not the existence; precariat; lack of resources to support; an effective fight against early school leaving; social inclusion of disadvantaged immigrants: in short, the “obstacles of an economic and social nature” which “it is the task of the republic to remove”. For this, and not for the remuneration of the higher education oligarchs or for the conversion of school work into video games, the financial resources must be allocated (more and more progressively proposed by the NRP). But the problems are also the removal from collective bargaining of powers on the themes of recruiting, updating and improving school staff, the huge pay gap compared to European colleagues, which humiliates teachers’ social prestige, excessive bureaucracy that draws energy from the quality of teaching. It is no coincidence that the form of the decree law was chosen to launch this omptuous counter-reform of the primary school, bypassing the confrontation with the social partners and, as in the case of the Renzian ‘good school’, forcing its hand on parliament in an instrumental way during the summer. What would have been the ‘extraordinary cases of necessity and urgency’, which according to art. 77 of the Constitution, have they justified its use? The PNRR restrictions do not apply in response, as the increase in the labor force, the decrease in the number of students per class, personnel policy, the increase in school time, continue to be topics of current expenditure and therefore must be included in the state balance. The situation is unacceptable: our sense of frustration affects our ability to carry out an accurate and truly innovative education, if it does not harm the true right to education and therefore also the future of citizenship and work in this country, which he will be less and less. less qualified and responsible. Given the absolute lack of dialogue with the ministry, which should be a resource and instead turn out to be more and more dramatic a problem for the school of the republic, we will not confine ourselves to expressing theoretical disagreement, but we will implement forms of protests, which will not be limited to improvised strikes, forms of, above all, the failure to apply Law 79/22, and, in addition, in the light of possible new school reforms, the confrontation between the parties that has so far been denied to us “.

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