This afternoon, Monday, March 7, in the framework of the celebrations for Women’s Day, on the campus of Astiss University, in the presence of Mayor Maurizio Rasero and a large and participating public, the book by Maria Luisa Mosele “No we knew that we are sunflowers “.
To open the meeting, Francesco Scalfari, Director of the University of Astiss, greeted the audience as follows: “Today, the University of Astiss offers an important cultural and educational opportunity, which aims to unite school, university, young people and women in a very articulate setting, starting with the presentation of the book by Maria Luisa Mosele.
A good practice to share and implement.
“School and Equal Opportunities, a path that has a long history, as Dr. Mosele tells us, was the teacher at Circolo 4 and regent at Circolo 6, centered on Gramsci, Frank and Pascoli primary schools. Schools which has always been the promoter of activities for integration, hospitality and equal opportunities. Today, more than ever, reflections on these important issues are up to date.I was fortunate enough, in many years of commitment to and to know the world of the school, principals, teachers and staff ata, who have spent time on sunflowers, such as Maria Luisa calls them, with families and territory, indispensable active parts “ thus introduced Prof. Chiara Cerrato, moderator of the Assembly and Uni-Astiss Equal Opportunities Rapporteur.
The author, who was present at the meeting, illustrated the contents of the book, which is an opportunity to reflect on the current crisis in education. Through the story of the boys who are confused with the story of Marilena, a courageous young woman, “very special prof“, The book shows the true face of the school, the one that leaves traces in the soul. The uniqueness of the novel lies in the fact that the stories are mixed with reflections on pedagogy, so that the school system de Accompany readers on the very exciting journey that turns the school into a true community that puts people at the center. inclusive community marginalized.
Travel companions of Marilena are other courageous and determined women who, like the protagonist, choose to be “teachers”. They choose to work in the Vallette, which in the 80s was a “ghetto” neighborhood where people live in a total degradation. The boys are teenagers in the riots, victims of absent adults.
The community they manage to build with difficulty comes from the labyrinth of witch-hunts of a system that, without questioning itself, seeks out external perpetrators: it is the children who are wrong, it is the parents who can not educate. them. This community does not hide the problems to save the image.
The school legislation of the time designed a school under the banner of democracy and pluralism. It is the school that Marilena dreams of, a school that guarantees equal opportunities, that guarantees substantial equality, a school for everyone.
Marilena tells us the path of personal and collective growth that led this institution out of the labyrinth of witch-hunting. But before that, in learning practice, despite the cultural and social changes, the school that could not keep up with the times, that remained of the past, is a school of selection, marginalization, social inequality, a school that turns its back on children .
And today? What has changed after more than forty years?
The author asks: “Can a community be defined as a place where relationships are marked by insults, violence, threats? In the book, the boss hides Filomena’s abuse, and calls Marilena crazy. Today, as then, the school hides problems (bullying, violence, harassment) to save the image. ” also refers to recent news related to the Italian school.
“Students leave this school system which they do not welcome. – he points to it– Disrupt data on early school exchanges. More and more young people today are not studying or working. Many, despite having a diploma, do not have the skills to enter the world of work. And can this all be abolished by blaming someone else or is it time for the school system to question itself? repeats the author. Marilena teaches us that the inhabitants of Vallette began to fight for the denied rights when the school institution stood by their side. And they fought with their children to get out of the marginalization because the “beggars” knew they were people, just as their children knew they were “sunflowers.” They had learned it in that school. A school open to the social can produce real change.
The author concludes by leaving the presenter with an open question: “Can the school today be defined as an inclusive community that guarantees equal opportunities or is there a real risk of a school resurrecting the ghosts of marginalization without providing the necessary skills to address today’s cultural complexity?
Each participant received a free bookmark.