“Here are the problems of the Italian school”

In this two years of pandemic, the Italian school suffered a very severe setback. On the one hand, the teachers who have found that they have to teach in a whole new way, on the other hand the students who, like their teachers, have to follow the lessons over a computer while they are in the house were trapped. A very difficult period which highlights some problems of the Italian school system, such as Lack of Resourcesto which come – in some cases – the Lack of teachers, unsafe environment, Buildings that urgently need modernization. A further problem concerns the students who – in these two years have suffered greatly due to the long barricade that is responsible for the spread of Covid-19 – no longer seem to be able to relate to either their colleagues or teachers. The health emergency particularly affected everyone the youngest who lost that vital space overnight to learn and grow.

The education crisis and the lack of respect

We are certainly living through a complex period, One of the most serious aspects of our days is a widespread disaccustom to confrontation, relationship, communication. This happens between colleagues, but also between parents and pupils, between pupils and teachers, between families and school – explains Dr. Interris.it Elvira Serafini, SNALS-Confsal Secretary GeneralStudents need to be heardto feel that they are at the center of our interest, that we are with them, ready to accompany them in their formative and way of life they do “.

Secretary, what are the current problems of the Italian school?

“We see a certain distance vis-à-vis the school and its operators and a rejection of the energies delivered by the school community during the pandemic, which is still going on to adapt quickly to the different operating conditions. The public School is thanked with cribs while it needs resources to improve staff and make the learning environment safe and dignified.

These days, we have seen Italian students on the streets asking for more security during school-work diversions. But we also saw conflicts with the lawyer. What can we understand from this situation?

“If school-work alternation courses were approved in Italy, we thought it would be a great opportunity for students and that it could foster a relationship between the training world and production. Unfortunately, the system started with serious shortcomings. Sure. leaving schools with the task of identifying and making agreements with the business world was no winner.In Germany, for example, this task falls to an institution similar to our Chamber of Commerce, which has the tools to verify that the companies have the standards to ensure safe internships, in which case it is also the young people who identify the company where they want to carry out the diversion, in order to choose the path that meets their expectations in the profession in In Italy, alternation has in some cases provided an opportunity for companies to secure free employment and thus young people have become seasonal workers. as is often the case in restaurant businesses, which have captured the influx of young people during the peak season, in exchange for rooms and pensions. It is clear that in such situations the safety can not be guaranteed by the schools that do not have the tools to check the standards, but often it is also not guaranteed by companies that have on paper a tutor for the Students who are entrusted to them, but who often do not have enough staff to devote themselves to the “training and action” of young people. Indeed, in Italy, the problem of white deaths is strongly present and requires deep and structural interventions. For this reason, young people who take to the streets to ask to review the organization based on the PCTO (Pathways for Transversal Skills and Orientation) should not be left alone, they need a system that pays more attention. to their educational needs.but at the same time supporting schools more effectively in managing these pathways. In addition to the need for more controls in the companies with which the agreements are envisaged, there may be refreshments for the activated paths, so that the constant and truly present support of a tutor and more security in the management of the entrusted work phases for the young are guaranteed.in education ”.

A few days ago came the news that a professor had been beaten by some students. In another institution, a teacher would have told a student unflattering terms about how she was dressed. How did it get to this point? Why does not one side seem to have respect for the other?

“Unfortunately, the cases described are not the first and I fear they will be the last. Violence and intolerance must always be condemned. Surely there is an ever deeper separation between school and families, in this specific case the situation of the socio-cultural degradation, in which the students and families concerned are, makes the story even more complex. We are, however, increasingly witnessing episodes where parents, due to insufficiency or a recall to their children, rebel, claiming pedagogical responsibility for themselves, forgetting that there is a co-responsibility pact between parents and teachers, which should see that they act. all together.’unisonn in the course of the young. Instead of parents often attacking their clothes and gowns, advocating for their children without even listening to the teachers’ arguments. In this situation, however, only children who lose a fundamental point of reference in their education suffer, such as those from school. Then about the story of the student being recalled by the teacher about their own clothes, we adults need to question ourselves and understand the children and their need to express themselves through the clothes they have chosen and the they are represented. However, it is also true that there are codes depending on where you are. One must act on a daily basis in order to have a sense of respect for the school, which should also manifest itself in relation to the appropriate choices about clothing and behavior as a conscious and autonomous choice.

Very often we hear about an educational crisis. Where to look for the causes? In the family? At school? Or in both?

“We are certainly living through a complex period, one of the most serious aspects of our days is a widespread disunity in confrontation, relationship, communication. This happens between colleagues, but also between parents and students, between students and teachers, between families and school. “Everyone focuses on their own destiny and this undermines the ability to devise the best strategies to achieve the educational success of each student, based on their potential and specifics”.

What do you think students need today?

“Students need to be listened to, to feel that they are at the center of our interest, that we are with them, ready to accompany them on the training and life path they undertake, without wanting us to have the right pushing them, convincing them to know what is right for them. Teachers and parents need to know how to touch the right keys to help them understand their potential, to help them in their personal growth and maturity accompany, respect their aspirations and attitudes, and set up the ability to understand their own role, to respect that of others. can count on the cooperation of the families, because only then can they identify the best educational strategy for each student. ”

What do you want to ask the government?

“The government should act by listening more to the people who experience school every day. The problems of the school are many, all the governments that have followed suit over the years have tried to leave their stamp on the school. We always start from there, but never with the attitude of someone who wants to understand first and then act. Everyone comes up with their own recipe, in the belief that they know what the school needs, even if they have never set foot in a school until a few years ago, except as students. However, schools are among the most complex and schools are not the same everywhere, they pose problems related to the context in which they are built and have the enormous responsibility to educate future generations with ever more tasks. But even in these years of pandemic, the school proved to be there, the teachers equipped themselves and with their own means implemented the distance learning to support the students in the difficult months of the blockade. They continued their duty in raising awareness of the importance for children of a point of reference in a moment of insecurity and fear. “Now, more than ever, it is true that the government has begun to listen to the proposals of the principals and the entire staff, in order to respond accordingly to the needs of today’s and tomorrow’s schools.” .

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