From letters to the editor of the Future 08/29/2009: SCHOOL / 1 THE PROBLEM OF PRECARIAT
Dear Editor, in the ranking of universities euro-pee the first Italian university is the Uni-versity Bologna, which is a close 78th place. In the top ten, eight are in the UK, a Swiss and a French Committee. Stracciamoci well as clothes for brains that are going away because of the baronial system, re-prendiamocela can with the funds that are given to u-niversity Italian and mind that are significantly lower than those of other countries, but here is a question the system which, in my opinion, does not work. While everything is falling apart and even the skills that are given by the school (you will not be published cano rankings, perhaps out of shame), are proving inadequate to an advanced country, the only thing that seems to interests and la stabilizzazione dei preca­ri. Forse chi dovrebbe occuparsi del funzionamento dell’istruzione in ge­nerale non si sta rendendo conto che se altrove, nella fattispecie nel mondo anglosassone, le cose funzionano, il merito è della completa precarizza­zione del corpo docente . Ognuno è pe­rennemente in gioco e può essere ri­mosso in ogni momento se si dimostra inadatto all’insegnamento. Io credo che «il posto a vita» nell’insegnamen­to abbia portato l’Italia agli ultimi po­sti nella qualità : sarebbe il caso di a­bolirlo, anche se questo potrebbe por­tare alla chiusura di scuole popolate da personale non all’altezza. Alle qua­li, tuttavia, non possiamo certo affi­dare la preparazione delle generazio­ni future.
Aldo Manieri
Una breve risposta appassionata da parte di un docente precario che presto perderà il lavoro che ama.
La riflessione di Aldo Manieri potrebbe essere un utile spunto di riflessione se non contenesse, però, alcune affermazioni inesatte ed imprecise.
1) E' noto a tutti gli operatori della scuola che esistono numerose classifiche internazionali che si pongono proprio l'obiettivo di comparare l'efficacia e la validità dei educational systems of major countries, including the then high school (think, for example, to test "Pisa"). The results tell us that unquestionably in many Italian regions, for example in the Northeast, our school has level of excellence compared with those of other European countries. In most regions, however, our results are not, as claimed Manieri, the 'height of an advanced country. " However, this just means that it is not the "system" school to be inadequate, but rather its practical application in some situations. Instead of "dismantling" our education system and reduce the bone, we should export practices of excellence in certain areas of the entire country .
2) None of us will say that the Italian school is all right. But when a system does not work the worst thing is best left to think of everything in the same manner and limited only to cut . If my boiler is inefficient and consumes too much, usually I call a technician, who knows where to put their hands to fix it, but if I just reduce the amount of gas or fuel into, certainly does not improve my situation, but realistically the risk freezing.
3) The cuts do not affect the school teachers incompetent or those who do not perform correttamente il loro compito. Il criterio per cui un docente perde il suo posto non ha nulla a che fare con il merito effettivo, ma solo con la sua condizione contrattuale. A perdere il posto saranno, in breve, i precari. Il problema però è che i precari sono solitamente i docenti :
a) più titolati (hanno alle spalle corsi di formazione, di specializzazione, master, dottorati, etc.)
b) più aggiornati
c) più vicini agli studenti (anche solo per ragioni anagrafiche) e dunque in grado instaurare più facilmente un rapporto positivo con loro (ed è noto a tutti quanto conti il rapporto con il docente nella trasmissione of knowledge)
d) more motivated (because in the '70s and '80s to be a teacher could be a fallback job and easy to get a job, today, however, those who choose to take the road of ' the teaching is almost always seen with a spirit of sacrifice and passion that shines through even the way he speaks of his subject or watch his students).
If you think the Italian school is not working well, I ask, should cut their energy more young and vital?
4) The career of teachers in the Anglo-Saxon world is not a career, "precarious." Anyone who knows English knows that the reality is a precarious route to its start, but for a gradual stabilization. The first contract is one year, then more, then more, etc.. until the teacher becomes a fundamental and essential to the school where he works. If the school does not work is Italian, but also because it is much more precarious than the Anglo-Saxon . Try to ask your children how many teachers have changed over the upper or middle: the situation is chilling. Few years ago I met a middle school in three years had changed eleven teachers of mathematics. I do not think that this "complete insecurity of teachers" is a useful recipe learning of our children.
Another thing is, instead, accept the fact that a teacher who does not do its job properly it can be (indeed should be) fired. On this point, any person with common sense would agree, but this has nothing to do with "precarious", which strikes indiscriminately, without regard to merit and ability really possessed.
This our protest is not only the strong defense of our jobs , a job we love and to which we have devoted our entire life; his aim is also, inevitably and primarily, to protect quality of education Italian, to guarantee future generations a rich and training more qualified , which enables them to deal with serenity and confidence the challenges of the future.
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