Approval of DL 36, our exclusive interview with Senator Angrisani

With a vote of confidence in the House, after the first reading in the Senate, Legislative Decree 36/2022 was finally approved. The law of reconversion -Law 79 of June 29, 2022- is already published in the Official Gazette.

We interview Senator Luisa Angrisani, primary school teacher in Campana di Sarno (Sa), former 5 Star Movement now in the group United for the Constitution – CAL (Constitution, Environment, Work) – Alternative – PC – Anchor Italy – SMART Project – IdV)

Senator Angrisani, what is your assessment of a decree that radically modifies the initial training, the hiring of secondary school teachers and the continuing education of all teachers in service?

My opinion on the decree is absolutely negative. Our country is now getting used to sudden changes for which a reform “fails” even to come into force that we already have a new one, ready to sweep the previous one and rewrite the rules of the system. The school, on the other hand, urgently needs clear, certain and, above all, stable rules. For example, there has been talk for years of a rewriting of the school’s consolidated text, Presidential Decree 297 of 1994, of which no trace is ever seen. The issues you mention – initial and continuing training and the modalities of hiring secondary school teachers – are essential components to ensure the proper functioning of the public education system, but it is now customary, with the use of the emergency decree, to modify the rules. they are “on the move”, often introducing provisions repealing or extending exceptions to sectoral legislation. It seems that almost no one is able to ensure the essential elements to raise quality in the public education sector: strategic vision and regulatory stability.

The reforms are made for the welfare of the citizens, as far as education is concerned, will Italian students benefit from the reform now included in the PNRR?

In my opinion, it depends a lot on the angle at which the topic is approached. If on the side of school construction, for example, there can be (I hope!) Benefits, on the side of recruitment, where the stated goal is to increase the quality of educational itineraries to provide students with a better level of knowledge, I have doubts very serious. Beyond the intentions, I really don’t think the reform that Parliament has just voted on can effectively contribute to the development of this orientation: the “Good School” is a clear, and also quite recent, example of how the top-down reforms. more likely to fail than to succeed. The issue of teacher remuneration, for example, is never properly addressed, but the dignity of the profession also goes beyond the need to bridge a gap, compared to the salaries of other European countries, which affects the staff it provides. service to institutions of all degrees. . It is also a cultural as well as purely economic fact. I believe that professional satisfaction is the first factor in emotional development but certainly not from a “power” perspective borrowed from a context, that of administration in general, completely different from school.

And again, the birth rate seems to serve to provide for a cut of 9,600 reinforcement places in the Dereto to fund incentive training, a cut from 26/27, insignificant but worrying as it sets a precedent for subsequent policies of cuts ‘organic. , while in the background the overcrowding in the classrooms remains unresolved, denied Minister Patrizio Bianchi, who in perspective speaks of a decrease in the number of classes and not a decrease in the number of students in classes.
What do you think, Senator Angrisani?

The argument he suggests is symptomatic of the way problems are approached. The explanatory report and the technical report of the decree highlight the failure of national demographic policies. The education sector would deal with this unexpected “benefit”, but at what price? If we bring reasoning to the paradox we could also affirm, in the long run, the futility of the public education system in our country if we reasoned as the minister does! I remember that reducing the number of students per class was one of the most important programmatic points of the 5 Star Movement but it seems clear to me that rather than looking for a real solution, we preferred not to address the issue with the appropriate endowments. of public resources and move away.

It is argued that if on the one hand this decree will lead
the enrichment of training institutions, on the other hand, such a complex secondary school recruitment system in successive stages will end up removing young people who want to work in school from the profession, what do you think?
With this system it will be possible to easily hire teachers in high school or a barrier has been created such that in the future we will have difficulty finding teachers in Italy in the next 5/10 years, when teachers who are already the current age they retire. between 55 and 60 years old?

The question is precisely that, in my opinion. How to place the teaching profession among the professional expectations sought by the new generations and not, as unfortunately happens too often, as a “parachute” compared to other personal “failures”? That is why I used to talk to you about the salary aspect, which, together with the sociocultural aspect, must contribute to recovering this dignity lost in the profession. The didactic activity must be framed in the function of growth of the civil society and not only in terms of stability in the labor dimension: from here it follows that the paper that plays the professor in the civil society and in class ! To do so, however, requires, albeit suddenly, a turning point, fundamentally cultural, involving the entire education sector, from the Ministry to the families who send their children to school. Teachers must once again represent, as they were in the process of building national identity after 1948, a bulwark in the processes of personal growth of students. Without this collective “synergy,” I fear that any attempt at bureaucratic reform will be doomed to failure.

In Italy, every year about 200,000 fixed-term contracts are stipulated in schools of all kinds and levels, which is a real anomaly in the Italian school system that conditions the quality of the education system and makes the start of the course complex. The so-called transitional procedures provided for in Decree 36 now reconverted into law, do you not seem once again incongruous to overcome this long-standing anomaly?

Certainly. Among other things, any transitional discipline always has complex consequences, dictated by the interpretation of rules that are valid for a certain period of time, only for some and not for others. This is one of the biggest dilemmas of the recruitment system. Not only do I not think that this reform cannot help combat the use of fixed-term contracts, but also in this case Renzi’s “Good School” should set a precedent to remember. It was said that the new autonomy staff would drastically reduce the use of fixed-term contracts but unfortunately this was not the case as the recruitment mechanism was structured without taking due account of the needs of the recipients of registrations in the paper. I fear that the same mistakes may be repeated in a different reference context.

of Libero Tassella

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