The association “Agora 33 – Our school” launches a manifesto with programmatic requests to the next minister of education.
“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 election, that it is necessary to address our considerations and requests both to the political representatives who have actually demonstrated their dissent regarding the deviation of Legislative Decree 36, both to those who voted obtorto collo, under extortion of confidence “reads a note.
“In a climate of general mistrust in the role of Parliament, in a situation of decades of lack of political representation of teachers’ requests, we address the specific wishes of the legislative legislators for a school that finally guarantees the new generations the enjoyment of a right, that quality education, sanctioned by our Constitution, especially of Articles 1, 2, 3, 4, 9, 33, 34. Among many others, after a careful analysis, these appear to us to be the most pressing issues, to restore the educational, cultural and civic function of the school , which is provided for in our constitution, after neoliberal policies have tried and are trying to eradicate and destroy the national system of public education”continues the note.
These are our priority requests:
1) Urgent revision of the rules for creating classes (limit of 20 students per class), with special attention to a REAL reduction in the number of students in the presence of students with disabilities, without budgetary restrictions. Indeed, quality teaching can only exist through the possibility of devoting more time to each individual student;
2) Immediate abolition of the “Higher Education School” (before establishment/management costs arise) which replaces a real cultural update with a bureaucratized para-education and which was introduced against the motivated opinion of those who work in the school, trade unions, by the parliamentary committees himself, by enforcing the legislative decree and the vote of confidence;
3) Clear definition of INVALSI’s functions, limits and costs (see the report of the Court of Auditors) with a view to its abolition and the restoration of forms of evaluation in connection with real school work;
4) Identification of recruitment methods based on cultural preparation and support for free updating 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 incongruous with regard to the nature and purposes of public education;
6) Immediate abolition of PCTOs in favor of voluntary internships outside school hours with the decisive position of class councils;
7) Strengthening basic education with an increase in the number of curriculum hours;
8) Stable introduction of the professional figure of the L2 teacher (Italian language for non-native speakers), considering the gradual increase of foreign students in our schools;
9) Recruiting qualified psychotherapists for listening tables available every day to students, school staff, families, given the enormous growth in the phenomena of youth discomfort and the need to dissolve the relational knots that can be created in the school context;
10) Reinstatement of external commission for secondary school examinations;
11) Transformation of civic and environmental education classes into disciplinary education, entrusted to truly qualified teachers;
12) Serious investments in school buildings, starting with what is currently a priority, that is, the ability to air and ventilate 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) Revision of the salaries of the school staff, returning what has been lost in the many years when the contract was not renewed, also to restore the social credibility of a school that is a priority for the future of the new generations;
15) Elaboration of a code of ethics for all those who deal with schools at the managerial, administrative, political level, which, in addition to the explicit prohibition of taking any personal advantage from their activity, requires respect for the professionalism of teachers and the protection of their public image, after a period when even at the highest level one has heard expressions like “ideological opponents”, “slackers”, “train”, “retrain”. 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 in depth.