EXLUSIVE INTERVIEW – For Bianca Laura Granato, the fate of the school still remains in the hands of teachers and speaks of a “de

(EXCLUSIVE) Bianca Laura Granato, Calabrian of Catanzaro, Diploma in Classical Literature in Florence, Teacher at the “Siciliani” Scientific High School of Catanzaro, Senator of Ancora Italia ex Movimento 5 Stelle is very critical of the DL 36, which recently was voted in the Senate. and that now switches to Canera.
For them, the approved is not a reform, it speaks of a reform of the school, which is added to the 107 of 2015 and which is taken over with the excuse of the PNRR by the complexity of the political majority forces.
We interview her the day after the approval of the law decree in the Palazzo Madama.

Senator Granato, DL 36, regarding education, deals with the recruitment and training of teachers, after his approval in the Senate, what is the profile of the teacher, what are Italian teachers asked?

Continuous training will be required in exchange for a few small tips.
But the problem is rather the fact that a higher education institution has been created, which subtracts money from the funds for the operation of the schools and can be visited either by new employees or by paid teachers with the prospect of a bonus. exchange.tantum on pay (if the capacity of the fund allows it and the feedback to students from the various tests that teachers have to take will be successful). The school is run by a ministerial bureaucrat, in other words a policy co-operation, and is managed by Indire and Invalsi, the two well-known wagons that have accompanied the decline and failure of public schools in over 20 years of life. . Also pleased are the universities that contribute to the 43 million funds shared, of which only 2 are supported by the PNRR. Then there will be the reductions in the number of chairs provided for in the budget law. With the money wasted on this operation, 1303 professors would have created legal staff.

Majority parties voted in favor of the text because it was compact, except for positive results due to minor changes of a secondary nature.
How did the parliamentary debate come about, when it really took place, even though one of the visions of this legislature is not only in the schools, that it is through decree-laws that one then relies on, the possibility, the Chamber and a framework law. at school has basically failed.

So far, the veils have definitely fallen off. This decree was worked on in Commissions 1 and 7 (Constitutional Affairs and Education). No debate accompanied his examinations in the assembled committees, which were continuously suspended and reconstituted, as the amendments were only discussed by the majority in government. After days of discussions, in which we were unable to participate by the opposition, the whole article about the school (Article 44) was rewritten and the text of an amendment by Nencini was replaced, so as not to even open up the game of change. . In the end, the surprise in the classroom, as the Maxi Amendment arising from the work of the commissions, was rebuilt by the State General Accounting Office, confirming the buttons. All the parliamentarians who spoke expressed their grief against the government, but then aligned and unveiled they voted for confidence as expected. The vote was over by midnight.

Senator, but who today determines school policy in Italy? We have the impression that between Act 107 of 2015 and this Legislation 36 there is a red carpet and that it is in fact the Confindustria that determines the school reforms.

The school policy in Italy, as well as the policy of all sectors, is decided by the markets. The technicians work them out according to the directives that are derived from it. Of course, the school must cost little and must educate little, just enough to have obedient workers, easily oriented and with few demands.

In 2015, she was a teacher at the forefront of the “Good School” reform with the “Partisane of the Public School”. What remains of that season of strife, when less than 2 teachers out of 10 go on strike against the DL 36, on 30 May during the unions’ strike? What has happened in recent years to determine so much passivity and indifference among teachers?

I think the fate of the school always remains in the hands of the teachers. They may or may not go with the indications of the markets. You do not even have to strike once. Do not give up any duties, do nothing but that, for that particular remuneration according to the CCNL or the CCNI. If EVERYONE would do that, the category would immediately get the respect of the legislature. Obedience, individualism, resilience and staff from other professions were the Trojan horses of the teaching function and helped to determine the current drive that seems unstoppable, also due to the complexity of the unions.

The formation of the incentive, which is also financed by staff redundancies, what impact will this have on the reality of the schools from 23/24?

In my opinion there will be very little impact on the quality of learning, in fact it is likely that this school was born to train teachers to be only replicants of the single thought, to cancel the epistemological status of the disciplines, and then d ‘Teaching staff in an increasingly flexible way.

Senator, the text of Legislative Decree 36 will pass next week without amendments in the House.
What are the prospects now? Is there room for mobilization? What do you say to those who say it is too late to protest and ultimately useless? What would you recommend to your fellow teachers?

I basically go back to repeating that only teachers can save the school and they can do it every day. First of all, never accept diffusers from the official government to be narrative, but work on the critical sense of the students, teach them to do a serious examination of the information, especially the official one, before taking it for granted. Learn the method before content for each discipline. Then never take on an extra task to support school autonomy, do not work on extracurricular projects. Make economical use of technology. To work well only in the classroom and with traditional methods that allow students to consolidate and redesign in a personal way what they have learned in the classroom. Take care of every student according to their human and cultural growth. Only in this way will the school take revenge on the markets and be able to save our millennial civilization through the transmission of its precious heritage to the new generations. At the moment I see no other more revolutionary and less problematic recipes.

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