The uncertain path to the future of the Italian school

Dear technical editors at the school,

I do not understand what Minister Bianchi has in mind and what are the goals he intends to pursue to “at least” solve the problems of the Italian school.

Icotea

I have the feeling that we want to put a stamp on it by proposing the “usual school reforms”, regardless of the real problems, but not actually addressing issues that affect the Italian school fabric; I hope to be proven wrong.

In fact, I am aware (perhaps I have missed something) that the criticality of the adaptations of school structures is treated with not very consistent and significant interventions in relation to the proposed safety standards (buildings that fall apart both from a static point of view from a construction technical point of view, despite Act 81/2008, the regulations in Decree-Law 18/12/1975 on compliance with the hygiene rules and the school’s function index, ie 1.96 square meters per and Ministerial Decree 26/8/1992 on compliance with fire rules ).

There is no trace of respect for these rules in the minds of the rulers, and they have now gone into complete oblivion or almost; assessed the time available, one might like to have buildings in accordance with the law before the start of the new school year.

Furthermore, I am not aware that preparations are being made to adapt the schools to solve the problems caused by covid: one and a half months are missing until the beginning of the new year, but no traces are seen of the installation of mechanical ventilation systems; similarly, there is no health resumption surgery plan given the very high percentage of infections that will hit the school like a tornado

There is no hope that chicken farm classes will be eliminated; despite the repeated appeals from teachers and families to bring the maximum number of students per class up to 15-18, but we continue unabated on the path that will lead to having 28-30 students per. classroom. Then we are surprised that there is high incidence of early school leaving. Apparently the strictly didactic aspect is not a priorityjust as it is not a priority to take into account children with support, special needs and SLD who would need fewer classes to allow teachers to better calibrate teaching (remember that teachers are people with normal and abnormal skills and abilities. superheroes).

Anyone he does not understand that the didactic spaces must be such that they allow profitable learning and respect for the individuality of children, otherwise it leads to hypocrisy and insult to the intelligence of students, teachers and families.

I can not help but mention that Italian teachers are the lowest paid in Europe along with Greecewith starvation wages harming the dignity of people who have spent years studying.

But even on this aspect, we can sleep peacefully: the government will be irreversible, only to request mandatory refresher courses from teachers.

As much as memory supports me, I have never attended so-called refresher courses, useful for teaching purposes, but it was also a waste of time and money (remember that these refresher courses have to be paid for by the “experts”, deducting resources for adapting laboratories, multimedia classes and computer didactic equipment). Self-updating is better.

Moreover, we can expect very little from the unions; often shared and endless, they do not deserve further comment.

So gentlemen in the government, it is perfectly fine if you have serious intentions in these terms, otherwise have the courage to say that there is no idea whether and how to deal with the problems of the Italian school; take note, as this is the teachers’ perception of your work, the teachers themselves (those who enter the classroom), which you know I have never consulted.

Giampaolo Bullegas

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