Angela Milella
In schools border the existential precariousness of the most fragile and problematic students is intended to be taken over by those who live in precarious employment.
Yet the media attacking public school teachers and amplifying episodes malascuola In 2006, the bullying, the donkeys in 2007. The responsibility clearly lies with the teachers.
All these events have stimulated debate sull'improduttività of a school that would cost too much compared to the disappointing results, on the one hand encouraging the search for new ideas and systems to improve this educational institution other public denigration of our school system is compared with that of other European countries is over supply teaching and training of private Italian schools.
I think it's time to resume the debate on the concept of disinterested school, which applies well to the Italian public school system, the marketability of skills learned, measured by the PISA study, which does not measure what students know in the traditional sense of the term, but the knowledge assets of the boys, the ability to use and apply knowledge to problems similar to those encountered in real life. Although he has reached an important milestone
the obligation of raising the Italian school has to find a coherent balance between what you do in school, that is what is important to know whether or not used in a practical sense and what you need in life, taking into account that today we are complicated ways to get women and men to be aware and active citizens and workers, people in different contexts and situations in real life, but also people not balanced in their construction of themselves expendable.
I want to take this home to interrogate and question the effectiveness of our educational models and the manner in which the Italian public schools meet the expectations of teachers, students, families and society doing its job service for the education of new generations.
I would first like to focus on the concept of making me uncomfortable help from the study conducted by Benasayag Schimt and in his essay The Age of sad passions. Umberto Galimberti reviewing that "disaffection" was launched on the day that the future has not been seen as a threat but a promise. "
fact, until early last century, the very idea of \u200b\u200bthe future was accompanied by the development of a positive cosmogony based on the belief that human history was inevitably a story of progress, because science, daughter of rationality, was designed to solve the problems of the world. It was a promise of happiness. But the twentieth century also marked the end of the ideal positivist throwing men in the uncertainty that has deleted the hope and desire in our everyday actions, leading, instead, as a value-criteria, the utility opportunism.
You work so the transition from an idea of \u200b\u200bfuture good for everyone, an idea of \u200b\u200bfuture good for those few who will conquer at the expense of others. The discomfort, then, is the way in which people express their fear for the future, seeking the satisfaction of their hopes in the desires of today.
That said, we can see meet people at school, teachers and students, carriers of other types of distress: the first added to the precariousness of work and in the existential malaise that follows, the second sum to the former the discomfort that arises from adolescent search for identity.
This mix creates different reactions: teachers desperately want a way to enter and remain in school, boys tend to abandon it. The
20, 6% of males between eighteen and twenty-four years (50% in the South) to exit from the channels always training with the sole possession of middle school.
Our expertise is now the most powerful tool we have to keep students in school, or report them. If it is up to us and shake us regain the lost pride, a matter for EU support us. Time is running out of the laboratories and the many projects in themselves.
Most of them are aimed at building the technical expertise, depth of vocational subjects, computer courses, certification of foreign language projects be spent helping children to cope in a society that has become incomprehensibly flexible. But another and more complex will also have flexibility to deal in life, with the changes, not only business, which exposes us to the very life and in need of skills essential existential as well as professional ones: the ability to handle failure, anxiety, ability to build healthy relationships. This is the choice that arises every day for teachers, among satisfy the demands of society, parents, students, media, and run the risk of being unpopular, risk education.
Why, you know, the different bullying rages against which certainly is homosexual, the foreigner, the handicapped, as the media have not tired of urlarci in recent months, but whoever rejects the approval, the ' flattening, who tries to emerge exploiting the potential offered by the school.
long time psychologists, counselors and teachers to undertake their energies on education projects with emotive language. It is sufficient that the schools we welcome them, not only to prevent school drop-outs or to prevent the phenomena of bullying, but to make people more aware.
The school and the family has gradually transformed so that they are no longer places of growth and development, as a pose, and are obstacles to overcome and at the same time caring for their young, but places of containment. How big monsters marsupials, these institutions impede growth because they are afraid to grow: do not put more obstacles for fear that young people are not able to overcome them, and thus suffer from possible frustrations. Paradoxically, these institutions are losing their role as care by purchasing an immediate satisfaction of needs and protection from a future that does not know how to see and do not know how to see. The discomfort is likely to become the very way in which people live in families and schools.
Therefore, the school should regain its place with its own specific educational and training, with obstacles to be overcome to allow for growth. Item must, because it is a social duty before a subjective interest, to learn that knowledge that allows us to look with confidence to the future in which we compare with others and in which experiences the relationship with social institutions and their rules of operation, where there are people who, despite their limitations, they can act as positive role models of adults, a place where you feel good because we experience the hard work and commitment, but also curiosity and desire, where you conquer the knowledge and social skills by finding a balance between competition and cooperation, in which one feels that the rules but also the ability to negotiate new ones, where you build democracy.
This change would help the same families to find the specific nature of their nurture and grow: to give freedom to their children they are negotiating with the related responsibilities, provide criteria for being with others without being overwhelmed and not overpower them, confide, with confidence to the schools because it is an 'institution where their children can develop their own future through a number of confrontations, encounters and clashes, without the protection and the overlap of the parents.
The relationship between school and family has a bad health because the first one is too adapted to the second and both are heavily taxed by the fear of the future, for this anxiety, loss of memory in its social function.
Along with school and family, all institutions in that area should examine how it may be more appropriate in situations that are particularly complex. On how we can work and collaborate from the beginning of the training, to give birth while in distress, in a child first and then a teenager, the need to ask a question about something that could start the movement toward collaborative learning, recovery and training.
And when working in schools in the border province in the extreme, you are completely uprooted from the territory, from the network of other institutions and professionalism should always collaborate with the school.
By Decree 80 of October 3, the Minister Fioroni has renewed the late summer of the recovery of repair deficiencies in the certified ballot in June. In 1994, the Minister D'Onofrio People thought abolish examinations of repair, but none or nearly thought it was a great loss, because this recovery is not a simple matter of testing and failures. Concerns, on the contrary, the capacity of the school to intervene early and effectively on the inequalities and to identify, at any time, gaps that can not be remedied, their causes, means of intervention, depending on different situations, and economic resources.
Clearly, then, that you can not talk about recovery (more than those outside of Decree 80 of Fioroni), if not inside of the curriculum: one is expected to reflect on the curriculum, the importance and the ' use of checks and evaluation, learning styles, time and space on the school, the diversity of methodological approaches. Bari
March 14 - Knowledge and Future - School Forum
