The IRC between Spain and Italy. What are the differences? View of Giuseppe Favilla (Uil Scuola)

On April 17, Easter Day for Catholics from around the world, an article was published on Orizzonte Scuola, a wide-ranging container of news from the school world, of data on non-users in Spain.

With a very significant table, which separates the pupils of the “state” schools (centros publicos) from the “privates” (centros concertados).

The data refer to a time span of about twenty years and which saw a drastic decrease in the frequency of the Catholic religion and moral hours in Spain from 80% to 48%.

First, as in Italy, the analysis takes into account the different levels of education, from infantil educacion (preschool) to bachillerato (secondary school). Unfortunately, the data are also another organization of the doctrine of the Catholic religion and its protection as doctrine, which is guaranteed by the agreement of 1953 and the later agreement “Agreement between the Holy See and the SPANISH STATE ON LEARNING AND CULTURAL PROBLEMS” January 3, 1979, was guaranteed that Catholic-style religious instruction was taught at every level of the school (Art. 2) and that the same instruction of religious teachers in possession of the claim of the diocese would be ordinary and that themselves. a part of the school bodies like the other teachers (Article 3), so also the questions about the legal status of the teachers of religion a first egalitarian request with the rest of the teachers of the state (Article 7) while for textbooks and textbooks The programs belong to ecclesiastical authority, while for the coherence of teachers the task of the state and the church is to be overseen ((Art. 6).

From reading the agreement we can draw as the Concordat Review and the Additional Protocol n. 9 which establishes the doctrine of the Catholic religion, has elements in common with the Spanish treaty of six years preceding. Freedom of choice is given 6 years before the final Italian revision, which takes place only from the year 1985/86. The agreement between state and church in Spain also follows a certain historical-political period: In fact, we find ourselves in post-Francoism, a military, conservative and clerical dictatorship that will also strongly influence the future of the religious feelings of the Spaniards. . The organization of the Spanish state itself is different from that of the Italian and the organization of teaching entrusted to the government of the Autonomous Communities, as provided for in Organic Law 2/2006, there is a particular characteristics and application.

There have been some reforms of the legal status of Catholic religious teachers in Spain, the last in chronological order being the “Real Decree 696/2007, June 1st, which regulates the laboratory relations of religious professors provided for in the additional provision of the Ley Orgánica 2/2006, May 3, de Educación. 3/2020 of 29 December 2020.

The question might be: what are the common elements between Catholic religious and moral doctrine in Spain and the IRC in Italy? Well, we are facing two almost identical types of teaching, I invite you to give a reading, for example, of the secondary curriculum. You will notice many similarities with the national indications for the IRC in secondary education in the Italian system (whether high schools or technical and vocational institutions).

So what is the origin of the crisis of availability in Spain? Unfortunately, it is difficult to codify, it can have many influences, both of a cultural and legal nature.

From a comparison with the data published in our possession by the National Service for the IRC of the CEI last January 12, which do not differentiate students from public schools from peers, we found a significant difference between the number of students do not benefit yourself in Italy from those in Spain.

A gap of 35.34 percentage points in favor of Italy, which proves a very good health condition of the IRC in our country, although it should be noted that in the last twenty years there has been a significant decline in the number of non-users. 10.2% (in the school year 2000/2001, the students who used the IRC were 93.6%, while in the school year 2020/21 they were 83.4% https://irc.chiesacattolica.it/wp-content / uploads / sites / 29/2022/01/17 / Avvalentisi-IRC-statale-1993-2013.pdf) a constant decline of half a percentage point per year. The most important data are in high school where it went from 88.1% to 75.9% with a decrease of over 12 percentage points.

From this simple analysis we can say with certainty and with intellectual honesty that it is undeniable that the situation in Italy is quite stable, considering that about forty years after the Concordat revision and the new organizational model of the IRC, based on the optional learning, but once elected compulsory, has withstood some cultural seasons and we can be sure of that, will also hold for the future to the extent that the IRC continues to express universal values ​​recognized by students and families for based on a civil coexistence. about justice and peace.

We can not fail, however, to emphasize the need for job stability among Catholic religious professors, represented by an audience of men and women equal to 60% of the entire staff, who are on a fixed basis, insistently demanding an egalitarian law. with other teachers.and that extraordinary insolvency proceedings be initiated for permanent employment.

The attitude of the IRC in Italy, due to the pedagogical excellence of the teachers of the religion, is constantly trained and updated, both by the educational bodies, the pontifical universities and institutes of the religious sciences, but also by the state universities and lay people Associations and Catholics suitable for the global and specific training of teachers of the Catholic religion.

We are faced with the fact that, although they show criticism, it gives us hope: the IRC will still have a long history to write, but this can continue to happen if the expansion of the religion teacher finds a correspondence in a job stability with permanent contracts for at least 90/95% of the total. The expansion of the teacher can not only be of an economic nature, but must also make sense in a quiet state of status as a worker and professional in the school.

Today, more than ever, we are facing challenges that cannot be postponed. We are confronted with a permanent change in the school situation and that religious professors have proven with their preparation and availability to open up new pedagogical and emergency challenges and to withstand confrontation and work stress that result from distance learning or integration. , often left to improvisation, with strong durability through the implementation of strategies and the achievement of educational and training goals of undeniable value for the entire school environment.

Today, more than ever, we need stability and security at school. The serenity of the school worker / professional is a driving force for the learning that puts the boy / girl in the foreground; the pupil, the student: a worker from a contractual point of view creates stable and better working conditions with respect for a precarious presence and contractual insecurity.

I hope that the future of the IRC is still rosy, but above all that we open ourselves to an awareness that without qualified and esteemed teachers with a permanent contract it is difficult to hope for a long-term stability of the discipline itself, sooner or later there he must be content with what remains of him by losing professionalism in favor of other teachers.

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