The “General States of the School,” organized by the Department of National Education of the Brothers of Italy, were held on May 26 in Rome in the “Zuccari” Hall of the Senate. The meeting was chaired by the Hon. Paola Frassinetti, for the Hon. She Bucalo and Senator Antonio Iannone. Also present were the Minister of Education Bianchi, the chairman of the “Culture” Committee of the Senate Nencini, the vice-president of the Rampelli Chamber, the parent company in the Senate and Chamber of FdI Ciriani and Lollobrigida as well as the union representatives of the main unions. school: from CGIL to CISL, from SNALS to GILDA – COBAS to ANIEF.
Meanwhile, the Brothers of Italy must be given credit for organizing this event, unique in the political landscape, at least for a few years now. Dealing with, reflecting on, discussing school problems, in the suffocated Italian political landscape, is not an everyday thing. The three parliamentarians who lead the Department have long been committed to listening to the main actors in the school context, wanting to derive from this frequent consultation concrete and long-term proposals that are appropriate to curb the decline of this segment of national life. and relaunch its role and function. During the meeting, however, some critical issues arose that, if not clarified and resolved, run the risk of determining a drift that could end up associating the work of the Brothers of Italy with that of many other Italian political forces that, by putting pieces together, they have only accelerated the crisis of our education system. Giorgia Meloni’s party is defined as a “conservative” party. If this definition reflects that given by former Senate President Marcello Pera in Milan, that is, of those who are committed to defending the tradition and identity of a nation, but who at the same time do not reject innovation when they do not. does. it clashes and does not contrast with this “Depositum Sapientiae” which is the cultural identity of a nation, the “pseudo-innovation” of reducing the duration of high schools from five to four years cannot be tolerated because it would profoundly damage that identity. In fact, this reduction would end up penalizing the humanities and especially the issues that have to do with the ancient world and classicism.
Finland cannot be adopted as a cultural model to follow – as the group leader in the Chamber Francesco Lollobrigida seems to have proposed – because it is completely alien to our school and educational tradition and, if persecuted, would risk representing a graft. unnatural, from “genetics of manipulation.” In Finland there is a school without classrooms, without classes, without books. A kind of “liquid school” in which digital culture is the teacher at the expense of the humanities. A school that pursues the anthropological model of the “fluidity” of identities to the point of accepting the diffusion and diffusion of gender ideology. In addition, the latest OECD data have shown a significant decline in the performance of the Finnish school system, at least since 2018. Five years is not enough to test an education system, it takes several decades to draw up a balance sheet rigorous that emphasizes reliability. and lasting results and therefore certifies it.validity. After all, no matter how dilapidated and in decline the Italian school is, it still manages to produce Nobel Prizes, professional excellence exported around the world. In 2018 mathematician Alessio Figalli, 38, a classical high school and “Normal” school in Pisa behind him, was able to win the Fields Medal which represents international recognition equal to that of the Nobel Prize. Altogether Finland has only won 4 Nobel Prizes, of which two for peace, one for literature and one for physics. It is not a favorable balance that somehow testifies to an excellent educational and school tradition.
There are some significant data regarding our school system and that should arouse more attention than the alleged validity of models outside our noble and excellent educational tradition that need to be renewed, revitalized, adapted to modern times but not demolished in favor of foreign systems. the presumed validity, moreover, has been ascertained through a very controversial and questionable evaluation system, which not a few pedagogues dispute: that of the INVALSI tests. In Italian schools, 50% of primary school teachers are over 50, a figure that rises to 62% in secondary school, compared to a European average of 33%. Southern school classes have an average of 10 more students than northern ones, while several southern teachers migrate north to teach you. These data make us think and require that the recruitment procedures in the position be faster, starting to definitively resolve the “precarious” issue. In the rest, the competitions are prohibited every year and, having a sabbatical year every 7 years, the teaching staff is obliged to set up competition commissions, effectively ensuring a regular and quite frequent generational change, with the positive result of eliminating the precariousness and guarantee didactic continuity.
Of course, the sabbatical year has a cost to the state coffers but weddings with dried figs cannot be done. These times have dramatically shown that Italy is poor in raw materials. However, it has what some define as a more important resource than oil and other raw materials: inventiveness, the “Italian genius”, its rich and excellent cultural heritage, which in the past also included the school. . If this is the case, education and culture cannot be subject to economic logic and systematic spending cuts. Instead, they should be a priority and strategic investment.
National Department “Education”
Brothers of Italy