Approved by DL 36, our exclusive interview with Senator Angrisani

With a vote of confidence in the Chamber, after the first reading in the Senate, Legislative Decree 36/2022 was finally adopted. The conversion law – Law 79 of 29 June 2022 – is already published in the Official Gazette.

We interview Senator Luisa Angrisani, Campana di Sarno (Sa) primary school teacher, former 5 Star Movement now in the United for the Constitution Group – CAL (Constitution, Environment, Labor) – Alternative – PC – Anchor Italy – SMART Project – IdV)

Senator Angrisani, What is your assessment of a decree that would radically change the initial training, recruitment of secondary school teachers and the continuing education of all teachers in the service?

My opinion on the decree is absolutely negative. Our country is now getting used to sudden changes, for which a reform “lacks” even coming into force, that a new one is already upon us, ready to get rid of the previous ones and rewrite the rules of the system once again. The school, on the other hand, urgently needs clear, definite and above all stable rules. For example, there has been talk for years of a copy of the school’s consolidated text, dpr 297 of 1994, of which no trace can be seen. The topics you mention – initial and in-service training and methods of recruiting secondary school teachers – are essential elements to ensure the smooth running of the public education system, but it is now commonplace, with the use of the Emergency Decree, amending the rules are “in motion”, often introducing provisions in the derogation or extension of the derogations in the sector legislation. It almost seems as if no one is providing the essential elements for quality in the public education sector: strategic vision and regulatory stability.

The reforms are being made for the well-being of the citizens, as far as education is concerned, will Italian students benefit from the reform that is now included in the PNRR?

In my opinion it depends a lot on the angle at which the subject is approached. If, for example, there are benefits on the school building side (I hope so!), On the recruitment side, where the declared aim is to increase the quality of educational paths in order to provide students with a better level of knowledge, I have very serious doubts. Regarding the intentions, I really do not think that the reform that the Chamber has just voted can effectively contribute to the development of this orientation: the “good school” is a clear, and also very recent example, as “top -down “have reforms. much more likely to fail than to be successful. The issue of teacher remuneration, for example, is never adequately addressed, but the dignity of the profession also stems from the need to bridge the gap, compared to wages in other European countries, which affects staff. concerned, serving in institutions of all degrees. . It is also a cultural fact, as well as purely economic. I believe that professional satisfaction is the first factor of emotional development, but certainly not borrowed from a perspective of “expansion” from a context that is different from the administration in general, completely different from the school.

And once again, the denality seems to be being used to predict a cut of 9,600 reinforcement jobs in Dereto to fund encouraged education, a cut from 26/27, not very significant but worrying as it sets a precedent for later policy of cuts in bio. ass. , while in the background the intersection in the classrooms remains unresolved, denied by Minister Patrizio Bianchi, who speaks in perspective of a decrease in the number of classes and not of a decrease in the number of students in the classes.
What do you think, Sen.? Angrisani?

The argument he proposes is symptomatic of the ways in which the topics are treated. The declaration report and the technical report of the decree mark the failure of the national demographic policy. The education sector would treat this unexpected “benefit”, but at what cost? If we bring the rationale to the paradox, we could also in the long run confirm the futility of the public education system in this country, if we talk like the Minister! I remember that reducing the number of students per class was one of the most important programmatic points of the 5-star movement, but it seems to me that instead of looking for the right solution, we prefer not to adequate topic unzegoen. Allocations of public resources and get away.part!

It is argued that if on the one hand brings this decree
the enrichment of educational institutes, on the other hand, a system of recruitment in high school, which in successive stages is so complex, will ultimately remove the young people who want to work in school from the profession, what do you think?
With this system, it will be possible to easily recruit secondary school teachers or create a barrier that we will have difficulty finding in Italy in the next 5/10 years, if the teachers who are today in age, and retire. Between 55 and 60 years?

The point, in my opinion, is just that. How to turn the teaching profession into the professional expectations sought by the new generations and not, as unfortunately too often happens, as a “parachute” in relation to other personal “mistakes”? This is why I spoke to you earlier about the salary side, which, together with socio-cultural issues, must contribute to restoring the lost dignity of the profession. The didactic activity must be framed in the function of the growth of civil society and not only in terms of stability in the work dimension: this plays the role of the teacher in civil society and in the classroom! But we also suddenly need a turning point, in particular the cultural one, which is involved in the entire education sector, from the Ministry to the families who send their children to school. Teachers must return to, as they were building national identity after 1948, to represent a bulwark in the personal growth process of students. Without this collective ‘synergy’, I fear that any attempt by a bureaucratic reform will be doomed to failure.

In Italy, about 200,000 fixed contracts are established every year in schools of all types and levels, which constitutes a real anomaly in the Italian school system, which determines the quality of the education system and makes the beginning of the school year complex. Do the so-called transitional procedures, which have now been transposed into law in Decree 36, seem to you once again incongruent to overcome this long-standing anomaly?

Certainly. Among other things, every transitional discipline always has complex consequences, dictated by the interpretation of rules that are valid for a certain period of time, only for some and not for others. This is one of the biggest dilemmas in the recruitment system. I believe not only that this reform will not help to combat the use of fixed contracts, but even in this case, Renzi should set a “good school” as a model to remember. It was said that with the new staff of autonomy the use of fixed contracts would be drastically reduced, but unfortunately it did not go that way because the recruitment mechanism was structured without taking into account the needs of the recipients of the entries. the role. I fear the same mistakes can be repeated, but in a reference context but different.

by Libero Tassella

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