The School does not spoil, it educates, but often in the middle of ruins …

A few years ago, at school, I was making a complaint at a secretariat.
By hand, as was done before, after having performed the relevant advice.
The deputy director entered the room and invited me to move to another place: I was sitting in a dangerous place due to falling debris. I didn’t notice.
Well, this poor and dangerous construction, compared to a few years ago, is still a living and real issue in many schools. It is possible to try to solve the problem.
In addition to improving the quality of our education is possible.
Helping with school work today could be done with little.
We have to start from the right (this is obvious).
Two primary needs above all: adequate structures in accordance with and without risks; reduction of chicken coop classes.
But what is evident in the face of elementary common sense finds no answer in political action.
The distortion is old, but today we are faced with an epilogue.
The Draghi government, in fact, in recent days, in a hurry, and without any consultation with the social partners, skips this apodictic priority and allocates much of the PNRR funds to members of a High School that should “FORM “teachers especially in the use of digital.

At the time of the “Good School” a cartoon was being shot: a worker was carrying a PDI on his shoulders and asked him where to place it, but the school where to place the PDI was in pieces, dilapidated, with a fall. roof and debris dripping everywhere.
Never has a caricature of the situation of the Italian school and the political deception about the School been so illustrative.
Beyond these previous considerations, I would like to explain why these funds that will go into the pockets of the trainers will not help the youth, will not affect the improvement of education or solve the atavistic problems of the school.
In addition to mocking common sense.

Let’s start with a simple question: what needs to be taught?
I would say: disciplinary preparation and ability to relate to children.
I begin with my modest experience in the field.
I teach Italian, Latin, geohistory in a high school.
My “kind of lesson” over the course of three years is “discovery”.
I explain.
From time to time I write down some keywords or some focal point on the board, if I consider it important.
It has to be agile and it doesn’t have to last too long.
It must make clear the complexity, not avoid it: one of the dominant skills of a teacher is to know how to pose / propose the complexity, making it useful and attractive for young people, increasingly accustomed to too thin an example of judgments. and words.
Sometimes my students spontaneously take some notes that will only be a preliminary starting point for their study.
After my presentation they can ask me anything that is not clear or ask other questions.
A debate often opens that, fortunately, also ends elsewhere.
The control is done, then another fundamental step at home: the approach with the book.
They will mark in pencil, some point difficult to understand and then ask me for more explanations.
The study phase is as fundamental as participation and understanding of what has happened in the classroom.
Yes, because everyone lesson PASS and is an event that is not only nurtured by culture and the sensitivity of the actors in the field also of the daily variables of the moment.

At home the student is left alone with the text and relates to it.
This Loneliness is of vital importance.
Here play some instrumental and fundamental difficulties for the cognitive process: vocabulary (therefore, use of vocabulary), method of study, personality and skills of the child, spirit of sacrifice.
This sacrosanct spirit of sacrifice is fundamental and is also enabled through study.

In the following days the students can ask me what they have marked in pencil and I will clarify it more.

These steps are fundamental for learning as much as the personal contribution, the reflection that accompanies and is substantial in the act of learning..

Elsewhere I have already clarified that a lesson is never and only a lesson “about” and “of” contents (we start from the contents) but it is a lesson linked to “feeling”.
It serves to awaken in us life, emotions, pragmatism, perception.
Everything works to the extent that it is internalized.
“Tertium non datur.”
The core of the school is this. And it can save lives (I say it without any rhetoric).

In this sense, digitization and compulsory training are useless.
What is it for?
In any case, boys should not be persecuted either in facilitation or digitally.
Children need to be listened to, educated, dissatisfied.
The school does not spoil, it educates. It does not protect.
It is open to life and difficulties (complexity).
Digital is already his and is “too much”, “too much”; invasive, harmful.
There remain the only dynamic tools, valid for the education of children: teacher (with his freedom), knowledge and books.
The frontal lesson is the basis of this CONSTRUCTION that will never collapse and scatter ruins of the formation of individuals and citizens.
This remains the only manly antidote to ignorance and the conquest of freedom. In every sense.

They know this and pretend they don’t know.
So, the funds destined for Higher Education are money thrown to the wind that will only serve to fill the pocket of someone, of some entity but that have nothing to do with the evolution of the School and the educational growth. of the new generations.
The government’s solution does not affect the ancestral problems and the improvement of the educational process, as well as the solutions implemented in the last thirty years.
Politics, in fact, through a great deal of propaganda work has managed to distort the lens, the point of view, and continues to do so.
Teachers, who are the “wealth” of the school, have been pointed out, paradoxically, however, as the cause of the school crisis. Just remember the epithets “fluent” or the ghost phrase “three months vacation”.
This is the most recurring image of teachers in Italy, now to which is added that of recovering.

Sure mine is a path, an idea, but for me (and hopefully for some others) it’s still the only one.
They will NEVER train us.


Teresa Apone

Our school group – Agorà Association 33

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