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

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

We are asking for those commitments from the parties in view of the elections

Two years ago, a group of teachers from different disciplines and belonging to all school levels shared the need to reflect together with experts from the development age on the school system and its problems, on the factors that have deconstructed it, making it progressively empty . of the ability to instruct and educate. In the light of our basic right, the Italian Constitutionand aware of the differences in thought, culture and experience that cross the teaching class, i.e. the group “Our School” – which the “Manifesto for the new school“- and recently the cultural club” Agorà 33 – Our school “.

Authoritative intellectuals, parents, students, university professors, managers, together with some of the main unions of the school signed our manifesto which has gathered until today more than 20,000 signatures.

The signing…

The same feedback received 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 nefarious pseudo-innovative “reforms” that have upset the education system of our country in the last twenty-five years . ; which also gives rise to heated discussions about current school issues and government actions.

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), in view of the upcoming elections, we believe it is necessary to address our considerations and requests. both political representatives in fact, they demonstrated their dissent with respect to the aberration of Legislative Decree 36, both to those who voted for it obtorto collo, under the extortion of trust.

In a climate of general distrust towards the role of Parliament, in a situation of decades of lack of political representation of teachers’ requests, we address specific requests to the aspiring legislators, for a school that finally gives the new generations the Enjoyment of a right guaranteed. , that to quality education, sanctioned by our constitution, especially by art. 1, 2, 3, 4, 9, 33, 34.

These are our priority requests:

1) Urgent revision of the rules for the establishment of classes (limit of 20 students per class), special attention to a REAL reduction in the number of students and the presence of students with disabilities, without budget constraints. In fact, high-quality teaching can only exist through the possibility of devoting more time to each individual student;

2) Immediate abolition of “high school” (before the creation/management costs are incurred), which replaces a real cultural update with a bureaucratized para-training and which goes against the reasoned opinion of those who work in the school, of the trade unions, and of the parliamentary committees themselves, by forcing of the decree law and the vote of the trustee;

3) Clear definition of functions, limits and costs INVASION (see the report of the auditors), in view of their abolition and the restoration of evaluation forms in connection with the 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 “educated” in the teaching methodology or totalitarian views of pedagogy imposed by the ministerial bureaucracy: instead, they need to identify the cultural and pedagogical priorities to which they each time the Updating their knowledge is an indispensable condition for fully realizing the constitutional principle of freedom of education;

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

6) Immediate abolition of PCTOs for voluntary internship outside school hours with the decisive opinion of the class councils;

7) Strengthening of basic subject teaching, with an increase in the number of teaching hours;

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

9) Recruitment of Psychotherapists qualified for listening sessions that are made available every day to students, school staff, families, due to the enormous growth of the phenomena of adolescent discomfort and the need to dissolve the relational knots that can arise in the school context;

10) Restoration of the external committee for examinations High school;

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

12) Serious investments in school constructionstarting with what is currently a priority, i.e. the possibility to light and ventilate the classrooms;

13) Strengthening the national horizon of the school institution, the “constitutional organ of democracy” and not a set of planners, against any hypothesis of “differentiated autonomy”. In perspective, repeal 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 everyone involved in the school that a rethinking of the “autonomy” system is absolutely essential;

14) Review of school staff salariesto return what was lost in the 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) Drafting of a code of ethics for all those who deal with the school at the administrative, administrative, political level, who, in addition to the explicit prohibition of obtaining personal benefit from their activities, after a period of respect for the professionalism of the teachers and the protection of their public Image required. in which even at the highest level expressions such as “ideological opponents”, “slacker”, “train”, “retraining” are heard. It would also be important that the political forces commit themselves to choose a personality with a high cultural profile who knows the school and its problems thoroughly as the next minister of education after the unexciting experiences of the last few years.

Among many others, after a careful analysis, these seem to us to be the most urgent issues in order to bring back to the school its educational, cultural and civil function, which our constitution envisioned, after the neoliberal policy tried and tried to eradicate and to 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 will discuss specific issues that are crucial for the school. In fact, we believe that every political and cultural confrontation, every meaningful 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 their problems and needs.

The identity kit – artificially constructed – that we like to be obedient, aligned and alienated, does not suit us at all, on the contrary; to consolidate a clear consciousness, we 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 new generations have to do

Cultural Association “Agorà 33 – Our School”

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