Disastrous school reforms, now politics must listen to teachers: the 15 points of “Agorà 33”

We receive and publish the letter from the cultural association “Agorà 33 – Our School”.

The commitments we ask the parties for the purpose of the election

Two years ago, a group of teachers from different disciplines and belonging to all school levels shared the need to meet together with experts in the developmental age to reflect on the school system and its problems, on the factors that have deconstructed it and gradually emptied it. of the ability to instruct and educate. In view of our fundamental law, the Italian Constitutionand aware of the differences in thought, culture and experience that go across the teacher class, thus the group “Our school” – which has prepared “Manifesto for the new school”- and recently the cultural association “Agorà 33 – Our School”.

Authoritative intellectuals, parents, students, university professors, leaders, along with some of the most important unions in the school have signed our manifesto, which to date has collected more than 20,000 signatures.

The signatories…

The same feedback from the Manifesto (signed among many others by Alessandro Barbero, Luciano Canfora, Chiara Frugoni, Carlo Ginzburg, Francesco Guccini, Edoardo Lombardi Vallauri, Vito Mancuso, Dacia Maraini, Ana Millan Gasca, Tomaso Montanari, Filippomaria Pontani, Adriano Prosperi, Massimo Recalcati, Lucio Russo, Salvatore Settis, Gustavo Zagrebelsky) opened a debate that also involved some of the authors of the hideous pseudo-innovative “reforms” that have disrupted the educational system in our country for the last twenty-five years; which has also created heated discussions about current school issues and government action.

In this particular historical period, after the fall of the Draghi government and after the forced and probably unconstitutional approval of Decree 36 (now unfortunately Law 79), we believe, in light of the upcoming elections, that it is necessary to address our considerations and requests to both political representatives and, in fact, they demonstrated their dissent regarding the deviation of Legislative Decree 36, both to those who voted for the obtorto collo, under blackmail.

In a climate of general distrust in the role of the Parliament, in a situation of decades-long lack of political representation of the teachers’ requests, we address the specific wishes of the aspiring legislators for a school that finally guarantees the new generations the enjoyment of a right, that to quality education, sanctioned by our Constitution, particularly by Art. 1, 2, 3, 4, 9, 33, 34.

These are our priority requests:

1) Urgent revision of the rules for creating classes (limitation of 20 students per class), with particular emphasis on a REAL reduction in the number of students in the presence of students with disabilities, without budgetary constraints. Indeed, quality teaching can only exist through the possibility of devoting more time to each individual student;

2) Immediate abolition of the “Higher School” (before creation/management costs arise) which replaces real cultural updating with a bureaucratized para-education and which was introduced against the informed opinion of those who work in the school, the unions, the Parliamentary Committees themselves, through forced decree and declaration of confidence ;

3) Clear definition of functions, limits and costs INVASION (see the report of the Court of Auditors) with a view to its abolition and restoration of forms of evaluation relating to real school work;

4) Identification of recruitment methods based on cultural preparation and support for free update of teachers. Teachers do not need to be “educated” or “reeducated” in teaching methods or totalitarian views of pedagogy imposed by the ministerial bureaucracy: instead, they need to identify the cultural and educational priorities towards which they can direct the updating of their knowledge each time, which is indispensable. condition for fully realizing the constitutional principle of educational freedom;

5) Overcoming a para-corporate apparatus (executive manager, mobility manager, middle management and the like) completely incompatible with the nature and goals of public education;

6) Immediate abolition of PCTOs advocates voluntary internships outside school hours with the decisive attitude of class councils;

7) Strengthening the basic education with an increase in the number of curriculum hours;

8) Stable introduction of the professional figure by the teacher L2 (Italian language for non-native speakers), given the gradual increase of foreign students in our schools;

9) Recruitment of psychotherapists qualified listening desk available every day for students, school staff, families, given the enormous growth in the phenomena of youth discomfort and the need to dissolve the relational knots that can arise in the school context;

10) Restoration of external commission for the exam high school;

11) Transformation of the hours on civic and environmental education in disciplinary teaching, entrusted to truly qualified teachers;

12) Serious investments in school constructionstarting with what is currently a priority, that is, the possibility of airing and ventilating the classrooms;

13) Strengthening the national horizon of the school institution, the “constitutional body of democracy” and not a set of planners, against any hypothesis of “differentiated autonomy”. In perspective, the abolition of Law 107 and reflection by the legislator on the deep damage caused by the rules that introduced the so-called “school autonomy”. After twenty-five years, it is clear to anyone involved in the school that a rethinking of the “autonomy” system is absolutely essential;

14) Review of school staff salarieswhich returns what has been lost in the many years of non-renewal of the contract, also to restore the social credibility of a school that is a priority for the future of the new generations;

15) Preparation of a ethical rules for all those who deal with school at the managerial, administrative, political level, which, in addition to the express prohibition of taking any personal advantage from their activities after a period, requires respect for the professionalism of teachers and the protection of their public image. where even at the highest level one has heard terms such as “ideological opponents”, “slackers”, “train”, “retraining”. It will also be important that the political forces take on the obligation as the next Minister of Education, after the unexciting experiences of recent years, to choose a personality with a high cultural profile who knows the school and its problems thoroughly.

Among many others, after a careful analysis, these appear to us to be the most urgent issues, to return to the school its educational, cultural and civil function envisaged in our constitution, after neoliberal policies have tried and are trying to eradicate and destroy national system of public education.

We hope to find you available for discussion and determined to create and share working groups and/or commissions that concretely discuss crucial issues for the school. In fact, we believe that any political and cultural confrontation, any sensible public debate about the future of the school must be conducted by listening to the voice of those who work in the school and know its problems and needs.

The identikit – artfully constructed – that we want to be obedient, aligned and alienated, does not correspond to us at all, on the contrary; to consolidate a clear consciousness, we will remember those who saved public education and also those who tried to destroy it for reasons that have nothing to do with culture, human growth and the future of the new generations.

Cultural association “Agorà 33 – Our school”

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