Teaching profession: would an association of ‘teachers’ such as doctors or lawyers be needed?

What to do for the Italian school? What are the immediate needs? “Expanding the right to education,” he stressed White Ministers at UNESCO “Transforming Education Pre-Summit”. “We need a real transformation of education systems that allows all girls and boysaccess to the right to education“Good words, for a country with half of the school buildings in ruins (56% in the south); with school dropouts multiplied by the technological wonders of the DDA (exalted by many, especially at the government level); with the lowest teachers in Europe (with the same hours and with more workloads), and less than the rest of Italy’s graduates.

Between discredit and social irrelevance, the collapse of teachers

July 1: The ministry triumphantly announces the “green light to the law on the reform of teacher training and recruitment” (DL April 30, 2022, No. 36, to which we have dedicated several articles). But what exactly did the school need? However, one of the main shortcomings is the role of irrelevance and social discredit to which teachers have been relegated for the past 30 years. Can we talk about teacher training regardless of their retraining? Can it be ignored that teachers are responsible for the School? Is it possible to recycle them socially without recognizing the specificity of their profession (as is rightly done for doctors, lawyers, magistrates)?

Icotea

An autonomous teaching body

Redevelopment postulates the establishment of aspecific contractual scope for the School sector. Teachers must have theirs autonomous bodywhich guarantees the professional ethics of the category: because only those who teach know what it means to teach, just as only those who practice any profession know the essence and problems of the profession they practice.

This body of self-government and guarantee must be made up of teachers, elected by teachers from all over the countrywith the institutional task of defining the standard of the profession, on the basis of which to check the fecundity of teaching. This body (at national and regional level) is responsible for the training (initial and continuing) of teachers.

Is it not the same for journalists, and for all professional orders? Why shouldn’t this be the case only for teachers (so important to the future life of any nation)? Perhaps they are not free to think freely in didactic matters (as the Constitution wants), becoming instead mere transmitters and repeaters of a state pedagogy?

Gap year

For a serious and dignified training of the teachers it is advisable to establish a sabbatical period, remunerated and study-oriented. The autonomous governing body of the teaching staff must have recognized not only the power to draw up the rules for access to teaching and the code of ethics of the category, but also the supervision of the latter’s respect by the teaching staff. as well as the management ofdisciplinary fields and professional registration.

Unique teaching function

The contribution to the operation of the School (public law institution, not private law society) by all non-teaching staff. He professional role of all teachers (of all types and levels)equating time (18 hours per week of frontal teaching) and salary (at European level) in one only teaching function.

In order to recognize the specificity of the School and the professionalism of those who work there, a contractual area of ​​the School must be identified separately, no longer subject to the limitations of Legislative Decree 29/1993 (which places teachers of the school – not college students). – in Public Employment, with a privatized employment relationship): this is the only legal possibility to return teachers’ salaries to European levels (taking into account that in Public Employment, since 1993, salary increases cannot exceed a percentage of “expected inflation.”!).

Relaunch of the collegiate bodies

30 years of corporatization have made the situation worse from all points of view. The so-called “school autonomy” (autocratic autonomy of the principal with respect to the collegiate bodies?) Has reduced the effectiveness of the school institution as a social elevator for students. It is necessary to recognize the error and run to the coverage: first of all relaunching the collegiate organs (from the Academic Council) and empowering them, so that the didactic options go exclusively to the teaching, and not to the competitive logic from a company. competing with other companies in the market. The evaluation of staff (teaching and non-teaching) must be left to the discretion of the manager; the latter should not feel free -as unfortunately happens sometimes- from the respect due to the National Collective Bargaining Agreement, to property, to qualifications, to the job description: they are not “ties and ties, ”like the neoliberal. vulga wants, but guarantees democratic, extremely necessary in an educating community inspired by the Constitution.

Everything else — promises, sound phrases, and emphatic propositions of love to the School — remains what they are: gossip, exposed as such by the harsh reality of today’s School. The current clerical subordinate teachers are there to prove it.

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