“But ‘n father had some such a fijio, without’ a home, without ‘na famijia, but with a yellow apron?».
This question could be answered by the principal of Buggiano (Pistoia), who, through a circular, ordered all kindergarten students to wear an apron in only one color (yellow), motivating the choice as a push towards “gender equality”. , understood both as “equal opportunities” and as “the fight against stereotypes”.
Is it the color that makes everyone the same and eliminates stereotypes? There are also many shades of yellow: canary, duckling, chicken, sunflower yellow; yellow like detective novels or like me jaune’s vest Paris.
Many schoolgirls who strictly wore the “single apron” at home used women’s games, but later also excelled in science subjects, and today they are mothers. Did they understand the lesson of stereotypes in raising their children to a sense of duty and respect for equal opportunity?
If the answer were positive for all of them, the persistent negativity of many behaviors and lifestyles that lead to a generic and formal equality between the sexes, today aimed at the search for “blue quotas”, should not be registered.
Children continue to spontaneously choose toys according to the “stereotypes” relentlessly imposed by commercial advertising and fashion.
The sudden changes in lifestyle, the intrusive nature of technology with new codes of communication, the prevailing relativism present a society unable to apply the culture of respect, which is documented every day by femicide, a maternal function, once sacred and unquestioned, today, strongly in crisis due to the serious infanticide and abandonment of minors.
While the young students in kindergarten and elementary school all wear the apron with neutral colors compared to the traditional pink, blue, white aprons, in some schools there are overalls or uniforms, which give an image of equality and uniformity to avoid differences in clothing and social conditions; in high schools, the lack of control and rules regarding dress, school feeling, a privileged place of culture and training is not evident. Some children do not distinguish between the school, the market, the villa, the disco, the beach and in the name of “personal freedom” they do not know how to choose the right clothes for the place and the purpose. This is demonstrated by the many torn jeans, short T-shirts, eccentric shorts, definitely not suitable for school.
A leader in welcoming the students to those wearing shorts and flip flops said “What is the booth number?”, with the intention of helping him to reflect on the difference with school.
The culture of “Formal dress“Must make it appear cross-curricular of Civic Educationas well as the rules of etiquette in the adoption of the rules of common living in the name of respect and the “good education” that once the school taught in a systematic way with all the rules and related punishments.
The new mental habitus that Civic Education aims to give to students does not actually come from the “33 hours of lessons”, but from the modification that learning develops in each individual’s way of thinking, feeling and acting, the result of the collegial action and formative that has for the purpose of realizing each individual’s life plan.
That is why it is considered important to fill in “citizenship skills portfolio” that each student must update by recording the new knowledge learned with the formula “today I realized that… I am obliged to change my way of acting”.
“Equality between the sexes”, “Equal opportunities”, “Fight against stereotypes”, expressions that have now become titles of departments and departments, are not “twentieth century novelties”, but principles and values already described in the constitutional charter of articles 3 on “equal social dignity and are equal before the law regardless of sex, race, religion, political opinion, personal and social conditions equal dignity “And art. 37 : “The working woman has the same rights and, for the same work, the same pay as the worker“
These principles and norms address “All citizens… »And the school has the task of getting the students to internalize these “pedagogical” values for the development of a real and concrete sense of civic duty.
That “each individual’s school“Becomes a privileged place and area of action for equal opportunities to concretely support the development of everyone’s potential, but it remains that the economic crisis only ensures that these adults will all be equally precarious or unemployed and all in the same way will have to go abroad to find a reasonably paid job. However, this is not true equality, nor is it “equal opportunity.
If the teacher in the construction of the educational, cultural and professional profile (PECUP) does not question “what will become of these guys tomorrow?” the school activity will be sterile and unproductive, it will not leave any “mark” in the education of the students, and the school will be considered a “heavy” and therefore downtrodden and of little importance in the social panorama.