The molecular process of formation of the student movement

In the social life of men there are long periods in which discomfort sets in, determined by the fact that they acquire, naturalize, internalize by people an uninterrupted series of distorted habits, unjust laws, irrational social behaviors as if were a habit that individuals carry. this without realizing it. The narrow horizon in which people move has been sedimented over time by laws, emphasized by the uproar and hype of the media, penetrated by universities and institutionalized in schools through the prevailing mechanism of bureaucracy that has the strength to make it seem natural, eternal. , immutable, a concrete way of operating which, on the other hand, is the result of certain power relations between men and which, on the other hand, is not natural, which has been produced by history, and which can only be effectively understood within of the history of men. and modified by those same individuals who for decades have passively accepted it.

If we want to analyze in detail a specific aspect of social life, and in our case we do it with the student movement, perhaps we should observe it through the eyes of the biologist, who is aware of the fact that the life of the whole organism operates in the life of a cell, but that this global life is expressed in a specific, particular and individual condensed form. Observing the global movement completely in the individual represents a complex task as it requires a global vision within which to contextualize specificities that must be observed, recognized, identified as specific to this single organism and then be inscribed and understood in the framework. of the social organism within which they assume all their density and universal meaning.

I do not intend to summarize in a short article a complex phenomenon, full of variables, and especially in a phase of evolution, such as that of discomfort of the younger generations and his embryonic way of expressing himself student movement current. Of course, we can’t predict its evolution – if it persists over time or recedes, if it affects the rest of society or if it stays in its own precincts – all I can do is start reading and interpreting it. like the an embryonic product of a discomfort that is expressed through young people and that implicitly describes a discomfort and suffering of the whole school world and, broadening the horizon, of the whole of Italian society..

How has children’s school life changed since the 1990s? What has happened in the last years of the pandemic? How did the students experience it? What do parents expect from their children’s education? What does society offer young people at the end of the training course?

These questions can only be answered changes in the school are part of the global changes that have taken place in society as a whole: the assertion of the ordoliberal ideology, consequent to the end of the Soviet bloc, has naturalized the relations of exploitation and absolute freedom in capital movements with respect to the regulatory role of the state in all spheres of social life. The relative compromise between capital and labor partially achieved until the 1980s was driven by the dogma of the free movement of capital and the perception of the impossibility on the part of the state to control these movements. Companies, especially large companies, as well as large financial groups, have applied for and obtained, with the active consent of the entire political class, laws regulating work in an increasingly precarious manner, state aid and subsidies in stages. difficult, systematic tax cuts. , under penalty of capital flight from Italy and loss of jobs.

The result was an increase in the youth unemployment rate, and with it one school increasingly subordinated to the needs of immediate benefit. Student unrest was first manifested in the December occupations, which saw groups of self-organized students struggling with the difficult experience of organizing a space far removed from the rigidity of an increasingly bureaucratic school, which , not in vain, under pressure from administrators. and the DS has severely punished them – then with the spontaneous and instinctive reaction to the death of an 18-year-old boy, Lorenzo, in an experience that can be associated with the school-work alternation. At the time of writing, another boy was killed in a car accident as part of a PCTO project in a van, and a nationwide rally is scheduled for February 18 in many cities. The student movement does not grow uniformly in all cities, and within cities it is not widespread in all schools; however, its growth is steadymanifesting not only in autumn but also in late winter.

The teaching class is not always able to grasp its importance because, although it widely shares the basic criticisms of the skills school – which is, in fact, a school totally subordinated to the most immediate needs of companies. , is immersed in aideology of legality that, having to endure the abuses and illegalities committed from above (government, Miur, administrations), is forced to force its public function as a representative of the state in the face of formally illegal carried out by students. during the occupation. The more the conflict capacity of the workers increases, and with it that of the teachers, the more this role is reduced, which the state apparatus – through the heads of the schools – would like to nurture in the teaching staff. On this point, one could open a reflection on how liberal ideology, despite having been unionized by teachers at this stage (think of the struggles against Renzi’s law 107 or the deep unease that everyone experienced in the catastrophic management of the pandemic phase) re-emerges in this somewhat puzzling and contradictory view of legality which sometimes has little to do with a deeper sense of justice and social equality.

As we have said before, we cannot know the evolution of the student movement. Personally, if you glimpse an element of great general significance in the radical critique of the school-work alternation lawon the other hand, I do not agree with the request to remove the written tests from the final exams, which, in my opinion, although unintentionally, seems to comply with that process of simplifying school itineraries so dear to a certain liberal pedagogy; however, this request seems understandable from the student’s point of view, especially in a chaotic phase of pandemic management where much has been lost in terms of learning and knowledge. The most interesting thing is that it is precisely the movement of average students that all of them distortions that a society totally imbued with the logic of profit brings to light on a daily basis and that have been accentuated in the political management of the pandemic by a ruling class increasingly unable to work out a possible way out of its endemic crisis..

18/02/2022 | Copyleft © All material is freely reproducible and only the source needs to be mentioned.

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