The school that Andrea Canevaro imagined

Andrea Canevaro wrote in a contribution published by Erickson’s magazine “The Scholastic and Social Integration”, one of the last texts he produced before his death in late May, that “rights may seem like elements made of a once and for all, and instead they must be adapted – not: deformed – to the individual and to his original characteristics ». And speaking of the school, quoting Roland Barthes, he stressed that “there is a season when it is necessary to teach what is known; and a season where you have to teach what you don’t know. “

Andrea Canevaro

“One of the ‘parents’ of school inclusion in our country”: this is how we had repeatedly defined it in our pages Andrea Canevaro and we had done the same in late May, after learning of his disappearance. However, we have added that this definition was certainly reductive for someone who has been one of the most prestigious national and international figures, in making, among other things, advance and advance. new culture of disability.
Today, therefore, we like to open the publications of “”, occupying theEditorial sent by Canevaro a few days before his death to the editorial office of the magazine “School and social integration”courtesy of Erickson who edits this post. And we are also pleased to collect the sincere presentation signed by Marisa Pavone, Dario Ianes and come Collaborators and Technicians from the same magazine “School and Social Integration”. (SB)

With affection and deep emotion, we publish the Editorial that Andrea Canevaro sent to the magazine a few days before his death.
Andrea, professor of thought and humanity, co – director of“School and social integration” since 2002 he died on Thursday 26 May, leaving an insurmountable void in all of us: kind, scientific, human and also practical. We remind you of your regular availability, with no time and time limits, to promote and share all the choices about the layout and contents of the magazine, including the new structure.
The national and international scientific community, politicians, authorities, experts, friends, groups and associations have celebrated his profile as the founder of Special Pedagogy; discipline that has declined as a pedagogy to guide the processes of school and social inclusion of people with disabilities: a cultural revolution that has made our country a benchmark in the world. In the same way, it will remain in the memory of many people, starting with the “less” and helpless, with whom he related fraternally, whom he valued and whom he “cared for”, to make his voice heard and ask for recognition. . of their rights, in a more democratic and just society.
Andrea Canevaro has always been a “step forward” for everyone, able to discover and indicate research itineraries, cross-border roads, “outcropping stones” and can constantly open “more” perspectives of inter-institutional and interpersonal collaboration, with a view to respect. by human fragility, which is updated in multiple faces.
In these same horizons we aim to move the magazine forward, continuing to learn from its model of life and thought.
Marisa Pavone – Dario Ianes – Collaborators and Technicians of “School and Social Integration”

What school do we imagine?
by Andrea Canevaro
Since the arrival of Covid-19, the media, social media, television, print media, and so on. they refer in a continuous and exclusive way to a school divided into two pictures: in one there is someone who teaches; in the other he learns.
But we should be able to say that the phrase / assumption “I’m meeting someone I don’t understand” could have two opposite sequels:
° “I need to know him better”;
° “I have to remove it from my context”.
The first sequel implicitly requires a time of reflection: it is diachronic. The second, on the other hand, is reactive and synchronous.
Reflection performs a function similar to fallow. And it takes time to study, or think about, the possibilities of organization. For example:
° living the civil courage that sometimes goes against the flow (Broz, 2015);
° being a minority yeast and not a master majority;
° The boys from Barbiana said that there are two possible attitudes to a problem: one is to confront it in order to “get out of it all together”, and that is politics. The other attitude is individualistic: “going out alone is greed”;
° From time to time, a stop is good and allows you to look around and discover the panorama. But also to exchange a few words … or keep quiet freely;
° have the intelligence of courtesy.
The chronicles reported that teachers who do not comply with Covid-19 may work but not be in contact with students. The comments in the news refer, once again, to a school based on simultaneous and face-to-face teaching. This magazine, since its inception, has been committed to teaching what we now call an inclusive workshop. We are pleased that Minister Bianchi has not missed the opportunity to nominate this election. We suggest you see the school as a theater. A theater is a laboratory. A school could be a laboratory, gaining quality.
I’ll tell you more. Work is a point of connection with society. And it represents its structuring belonging: the fundamental connection between individual destinies and collective destinies, the reciprocity and complementarity of adulthood. For all those who become adults. In education and training settings, the world of work is often seen as a world of profit. But in this world, skills, innovations, useful products for many are born. It is the possibility of thinking and representing the school as an articulated organization of places, that messages and products are sent between them, through a supply chain, as an alternative to the image of operation by “bubbles” (term that the Covid -19 pandemic made necessarily familiar) for which the place of learning is the “bubble-classroom”, the place of administration is the “bubble-secretary”, the place of the collaborators of the school it’s the “bubble-janitor,” the place of decisions. is the “bubble-presidency” and so on.
The fabric is a dress that must be adapted to the wearer. Rights, which may seem like elements made once and for all, must also be adapted – not deformed – to the individual and his original characteristics. The right to food must respond to the biophysiological and cultural needs of the individual human being. Who had diabetes …
It is true that people with disabilities need to understand that they have opportunities for dialogue in a project. We exclude – if not out of a need for reflection – that listening which does not also take charge of constructive dialogue. Cariturizante we could think of those situations in which it seems that everything is listening and that there is no duty to build a project; if those who are available to listen are not able to react and do not have technical knowledge or do not know how to involve those who have technical knowledge, the risk is precisely that of the cartoon, to have in front of a sphinx that hears everything , says okay and at most says you have to accept.
As on stage, those who have a role to play need to not stand still, get involved. Listening must be involved in a project proposal for which you must have a shared responsibility. Nothing more offensive, one might say, than a listening to know everything, which seems to say: your presence, father, is routine for me, nothing original! ”
We know that one expression has entered the lexicon of anthropology – “non-places” – and also another expression, even more complicated if you will: the “deterritorialization” of the social, that is, a social that does not seems to know how. enter into contexts, territories of the subjects and therefore remain in a non-place. “No place” is an expression used by Marc Augé (1996) to indicate those situations which are the same in all latitudes and which refer so much to aspects of luxurious life, in which one does not even realize the context in which is. placed, be – alas! – to aspects and contexts of devastating life, such as immigration centers, with the forced reception of people who have a migrant life and do not have the proper papers, who do not have the possibility of being considered citizens of a new situation and even more. citizens of the old situation. They live in places not. They have no enforceable rights.
Roland Barthes, in his admission speech at the Institut de France, said that there is a season in which we teach what we know; and there is a season in which we teach what we do not know: this is called seeking. This magazine lives on.

Bibliography on Andrea Canevaro’s contribution:
° Marc Augé,
No places. Introduction to an anthropology of submodernity, Milan, Eleuthera, 2009 (first edition 1993).
° Roland Barthes, Today’s myths Turin, Einaudi, 2016 (first edition 1974).
° Svetlana Broz, The Righteous in the Time of Evil. Witnesses to the Bosnian conflictTrento, Erickson, 2015 (first Italian edition 2008).
° Egan Kieran, Multiple understanding. Develop a somatic, mythical, romantic, philosophical and ironic mind, Trento, Erickson, 2012.
° Edward T. Hall, The hidden dimensionMilan, Bompiani, 1976.
° WHO (World Health Organization), ICF. International Classification of Functioning, Disability and HealthTrento, Erickson, 2022.
° Barbiana School, Letter to a teacherFlorence, Libreria Editrice Fiorentina, 1974.

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