EXCLUSIVE INTERVIEW – For Bianca Laura Granato the fate of the school still remains in the hands of teachers and speaks of a “of

(EXCLUSIVE) Bianca Laura Granato, Calabrian from Catanzaro, graduate in Classical Literature in Florence, professor at the “Siciliani” School of Science in Catanzaro, senator of Ancora Italia ex Movimento 5 Stelle is very critical of the DL 36 recently voted in the Senate and they now change to Canera.
For her, the approved one is not a reform, it speaks of a deformation of the school that adds to the 107 of the 2015 and that approved, with the excuse of the PNRR thanks to the complicity of the majority political forces.
We interviewed him the day after the passage of the Decree Law at the Palazzo Madama.

Senator Granato, DL 36, with regard to Education, deals with the recruitment and training of teachers, after its approval in the Senate, what profile of the teacher emerges, what will be asked of Italian teachers?

Continuous training will be required in exchange for some small tips.
But the problem is, first of all, that a higher education school has been created that reduces money in the funds for the operation of the schools and that can be assisted by both new hires and paid full-time teachers with the prospect of having a bonus in exchange. tantum to salary (if the capacity of the fund allows it and the feedback on the students of the different tests that will have to do the profesorado will be successful). The school will be run by a ministerial bureaucrat, a political co-op, and run by Indire and Invalsi, the two well-known carts that in more than 20 years of life have accompanied the decline and failure of public schools. . Also happy are the universities that will contribute to share the 43 million funds of which only 2 will be borne by the PNRR. Then there are the cuts to the chairs provided for in the budget law. With the money wasted on this operation, 1303 law staff chairs would have been created.

Majority parties, after proposing amendments, voted in favor of the text because it was compact, except to speak of positive results due to small minor modifications.
How did the parliamentary debate live if this really happened, also because one of the vices of this Legislature not only in schools, is to legislate by decree law on which to then rely, the possibility of involving Parliament in a frame law. at school it has essentially failed.

By now the veils have definitely fallen off. This Decree was worked on in commissions 1 and 7 (Constitutional Affairs and Education). No debate accompanied its examination in the assembled committees, which were suspended and convened continuously because the amendments were discussed only by the majority and the government. After days of discussions in which those of the opposition could not participate, the whole article relating to the school was rewritten (Article 44) and the text of an amendment by Nencini was replaced, so as not to open or just the game of sub-amendments. . In the end, the surprise in the classroom, when the maxi amendment derived from the work of the commissions was remodeled by the General Accounting of the State, confirming the cuts. All the parliamentarians who intervened expressed their grievance towards the Government, but then lined up and covered voted for the confidence as expected. Voting ended around midnight.

Senator, but who determines school policy in Italy today? We have the impression that there is a common thread between Law 107 of 2015 and this Legislative Decree 36 and that it is actually Confindustria that determines school reforms.

School policy in Italy, as well as the policy of all sectors, is decided by the markets. The technicians draw it up according to the guidelines that derive from it. Obviously, the school should cost little and should educate little, enough to have obedient workers, easy to guide and with few demands.

In 2015 she as a teacher was at the forefront against the so-called Good School reform with the “Supporters of the Public School”. What is left of that season of struggle if less than 2 teachers out of 10 went on strike against DL 36, on May 30 in the union strike? What has happened in recent years to determine so much passivity and indifference among teachers?

In my opinion, the fate of the school always remains in the hands of the teachers. They may or may not go with the directions of the markets. You don’t even have to strike from time to time. Just don’t take on assignments, don’t do anything other than those for which there is a certain pay according to the CCNL or the CCNI. If EVERYONE did, the category would immediately gain the respect of the legislator. Obedience, individualism, resilience and staff from other professions have been the Trojan horses of the teaching function and have helped determine the current drift that seems unstoppable, thanks also to the complicity of the unions.

The training of incentives that will also be financed with staff cuts, what effects will it have on the reality of schools from 23/24?

In my opinion there will be very few effects on the quality of learning, in fact it is likely that this school was born to train teachers so that they are only replicants of single thought, nullifying the epistemological status of disciplines, and then using the faculty. in an increasingly flexible way.

Senator, the text of Legislative Decree 36 will go unchanged in the House next week.
What perspectives are open now? Is there room for mobilization? What do you say to those who say it’s too late to protest and ultimately useless? What would you recommend to your fellow teachers?

Basically I repeat that only teachers will be able to save the school and will be able to do so on a daily basis. First, never agree to become disseminators of the government’s official narrative, but work on the critical sense of the students, teaching them to make a serious examination of the information, especially the official ones, before giving. for sure. Teach the method before the content of each discipline. Then, never take on any extra work to support school autonomy, don’t work on extracurricular projects. Make moderate use of technology. Work well only in the classroom and with traditional methods that allow students to consolidate and rework in a personal way what they have learned in the classroom. Take care of each student following their human and cultural growth. Only in this way will the school take revenge on the markets and be able to save our millennial civilization through the transmission of its precious heritage to new generations. At the moment I don’t see any other more revolutionary and less problematic recipes.

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