A new role for the university in teacher education. The government project that has just been launched calls on universities to play an additional important role. We talked about it with Massimiliano Fiorucci, professor of General, social and intercultural pedagogy and director of the Department of Educational Sciences at Roma Tre University, from which he will run for Rector’s candidate at the end of May. Fiorucci, 54, who is also president of the Italian Society for Pedagogy and author of 250 publications, is primarily interested in pedagogy.social and intercultural with particular attention to the topic of inclusion of students with non-Italian nationality, social inequalities and dispersion. In this sense, he drew great attention to the work of Roberto Sardelli (1935-2019) – Pastor, teacher and writer close to the few who fought for the redemption of the barracks of the capital in the neighborhood of Don Milani – to which he dedicated the volume On the side of the latter. A popular school in the Shacks of Romepublished by Donzelli.
Professor Fiorucci, have the recent regulations on schools brought the issue of teacher education to the fore? How do you rate them? Do you think there is a problem of access and training of our teachers in the various orders of the study?
On 30 April, the decree was published, which redefines the methods of initial and continuing education for teachers in the high school, by setting up an annual course (of 60 CFU) in addition to the qualifications for access to teaching ( Bachelor’s and Master’s degrees). ) and which is currently being debated in Parliament. All Italian universities are involved through the creation of university centers for teaching staff.
The quality of this path depends on a number of unavoidable issues. The teaching must first and foremost be of a laboratory nature and must not be a repetition of content, the acquisition of which takes place in the five years preceding university studies. The training course must strike the right balance between educational sciences, disciplinary content and didactics and internships. A close collaboration with the schools will be necessary for the management of the internships that make up the synthesis element between theory and practice, and therefore the driving force of the overall education path.
At the quantitative level, there is currently an advance so that we can move from the current 24 CFU to 60 CFU. It will be necessary to ensure that, during the implementation phase, the standard guarantees qualitative progress. Our proposal provides for an annual post-graduate training, precisely to ensure a careful, organic and consistent commitment to teacher training. And it would be necessary, however, to be able to receive the training offer for teacher education, not already from the three-year diploma, but at the latest from the master (and not before the second year in a defined number) of already purchased Credits). Otherwise there is a risk that it will reproduce in a broader form what is already happening with 24 CFUs. The organic nature of the path must be guaranteed through the establishment of ad hoc training activities within the University Teacher Training Centers, avoiding the pulling out training activities offered by pre-existing degree courses not specifically dedicated to secondary education .
Massimiliano Fiorucci -.
In your opinion, what are the biggest criticisms of our education system as an educator?
We have an education system that is influenced by an idea of the teaching staff, which is not very linear and differentiated with the different levels of education. We have levels of early schooling that I consider unacceptable, a level of bureaucratization that risks weakening the best energies, a tendency towards company education … There are some critical issues to work on, but let us also remember how many strengths our school system has.
The commitment to integration. A young Ukrainian
Its scientific production is very much oriented towards interculturality. Do you think that in Italy there is a good integration of students with family and cultural backgrounds of different backgrounds? What are the aspects to improve?
In recent years, I have been involved in the National Observatory for the Integration of Foreign Students in the Intercultural Education of the Ministry of Education. The Italian school has changed significantly and the presence of children and adolescents who have family origins elsewhere is now a widespread fact. The choice of an intercultural orientation that is able to implement inclusive strategies on students from migrant backgrounds, together with an education and intercultural nationality for the expansion of linguistic-cultural diversity and multilingualism, today represents an effective choice. Of course, some critical issues need to be addressed, such as the reduction of participation in preschool, the difficulty of continuing and completing studies and, above all, the school delay of pupils from migrant backgrounds.
The arrival of many young Ukrainians set in motion a process of rapid introduction of them (over 22 thousand). in our schools. Is there an adequate preparation in that sense? How do these generous efforts continue?
The reception of many young Ukrainians in our schools and the commitment of children and young people fleeing the war to continue their schooling and pedagogical path in the Italian system, represents a parameter of the level of civilization of the country. The ministry was immediately activated, as were the schools. It seems that an extraordinary answer has been given. It is so when we think of the numbers and climate of the historic moment, but we must also remember that for years Italian schools have been developing models of admission for minors who are not “simple” economic migrants, but coming from wars. , Emergency humanitarian, minors with significant traumatic consequences. Today we are dealing with it and we realize that years of interculture have prepared us to tackle this urgency.
Fiorucci with Don Sardelli excellent honors at Roma Tre -.
The example of the Don Sardelli School 725
You are a lover of the memory of Don Sardelli as a pioneer of a school close to the needs of the most disadvantaged. What is his legacy today? How can this be reduced with the new poverty in the age of technology?
The experience of the 725 school of Don Roberto Sardelli, born in 1968 in the Shacks of the Acquedotto Felice in Rome, represents one of the most extraordinary initiatives of popular pedagogy that took place in Italy after World War II. Don Roberto, a single figure, felt how much and how the school experience could not be separated from a living and “militant” need for participation, for a complete work of humanization. In doing so, he strongly advocated the inextricable link between school and politics, so much so that the 725 school provided children with the knowledge, dignity and ability to read reality, but above all the determination for the Fighting rights had to be restored. His unique and original project thus underlines in contemporary society, which is characterized by old and new poverty, the value of education as a tool for development and emancipation.
A program for Roma Tre
What would be your priorities of the university, if you become Rector of Roma Tre, an important reality for the city but also for the entire Italian academy?
An articulate and multifaceted institution like Roma Tre can not be managed except in a common and transparent way. For a democratic and collegial government, the Rector must be the interpreter of common needs by listening carefully to all requests and carefully sharing decisions. In this context, research, which is also at the heart of the country’s development, must be decisively supported and given centrality in decision-making processes. Female students must focus on the reflection and commitment of academic bodies, firstly by increasing the quality of education, which is the first response to their pedagogical needs, and by increasing services. , which provide the student with academic experience. the features of a meaningful, generative and fruitful life experience. The international dimension of research and teaching is a strategic problem that cannot be managed and treated in an extemporaneous and sometimes way.