These days the teachers' colleges of all schools are called to implement the
latest school counter-reform proposed by Minister Valditara, Minister ofEducation but above all of merit. This is the reform of guidance, one of theobjectives envisaged at European level by the PNRR. ---- The reform envisages, inthe wake of the idea introduced by the good school, that each student is providedwith a sort of curriculum in electronic format, called an e-portfolio, in which,in addition to his/her school results, also the skills acquired by the student,his extracurricular experiences, certifications (linguistics, IT, etc.),voluntary work, school-work alternation, his "masterpieces", scholastic andnon-scholastic, for each year of course attended and who more you have, the moreyou put. The drafting of this electronic curriculum will be carried out with theassistance of a teacher tutor of the orientation chosen by the school among theteachers who have trained for this purpose, through training courses lasting 20hours managed by the ministry itself through the Indire institute. Furthermore,in each year of the first and second level secondary school courses, modulesdedicated to orientation of at least 30 hours per year (about one hour a week)must be prepared.Aspiring guidance tutors (one for every approximately 60 students) and a guidanceteacher for each school will be selected in each school on the basis of criteriavoted in teachers' colleges these days, but the ministry suggests preferentialcriteria such as experience in orientation activities (primarily the courses fortransversal skills and orientation, the famous PCTOs which have nominallyreplaced the school-work alternation), the willingness to hold the position forat least three years, length of service.The reform has been heralded as a useful step towards the individualization ofeducational paths, greater adherence of school education to the labor market, theenhancement of excellence among deserving students.Behind this rhetoric hides the old intent of the ruling classes to use the publicschool to select the ruling classes and to transform it in a training agency forthe subordinate workers of tomorrow, to present work not as a constitutionallyrecognized right, but as a privilege to be conquered by competing with one'speers, with the docility and submission towards the boss that they will be calledto serve.Let me be clear, the Italian school already performs these functions today, as isevident if one compares the technical and professional institutes with theclassical and scientific high schools, the schools in the center with those onthe periphery in large cities, the schools located in rich regions and those inpoor regions or territories (as if that were not enough, with the project ofdifferentiated autonomy, the regional gap is destined to grow dramatically). Theclassist approach given by Giovanni Gentile and the fascist regime to the Italianschool is still present, although it has been mitigated thanks to the strugglesof male and female students and male and female workers in the 1960s and 1970s.However, the mechanisms of class selection that it is proposed to introduce todaygo further and individualize selection. Even within the same school there will bestudents who will no longer have the same diploma for all and for everyone, buteach will have their own curriculum, depending on what they have been able to doduring the school period even outside of what the school can offer. Certainlythere will be some schools able to organize more projects involving localcompanies, to finance language certifications by paying the private subjects whomanage them with voluntary contributions from families, to do sailing camps orwhite weeks. But there are schools where the extra activities have to be paid forby families, those who can afford them. There are families who cannot pay forperiods of study abroad or even a sporting activity for their children, whoperhaps have to work after school to contribute to the family budget, or lookafter their little brothers and sisters while their parents are at work all day.In short, Don Milani's Giannis and Pierinos, in addition to leaving school withdifferent educational qualifications, will have a different electroniccurriculum: individualized according to the social context from which they come,how much the family was able to spend on their curriculum and how much was ableto support them in their studies.If the ultimate goal of this reform is to be rejected, the means by which it isintended to be implemented are no less so. In a school where salaries are at astandstill and the lowest in Europe, where classes are overcrowded (so much forthe individualisation of learning!), European funding from the PNRR is intendedto further divide the category of teachers, conditioning salary increases on theassumption of additional workloads, paid little and badly.One of the cornerstones of the ministerial propaganda on this reform is preciselythe remuneration of the figures of tutors and guidance counsellors. Theministerial decree provides for fees of between EUR2,850 and EUR4,750 a year fortutors and between EUR1,500 and EUR2,000 for guidance counsellors. Meanwhile,these figures must be reduced by 25% to know the amount of gross salaries foremployees and by at least a further 30% to obtain the net salary. The problem isthat to obtain these sums the tutors will have to train, carry out at least 30hours a year of guidance activities for the group assigned to them, provideindividual counseling to the pupils and their families on issues related toguidance... In the end the activity of the tutors will be paid less than anyother activity carried out at school (apart from the mass of free work thatteachers normally carry out out of a spirit of service and to accommodate thebureaucratic harassment that the managers and the ministry punctually impose onthe male and female workers of the sector). The Uil-scuola has estimated thatthese activities will be remunerated with EUR5.16 net per hour of work forguidance counselors and EUR7.34 for tutors.The reform also goes to deconstruct the already established class groups and toempty the orientation skills that individual teachers and class councils normallyhave. In reality, orientation is now normally carried out as part of the dailyteaching activities of teachers and planned by the class councils and teachingboards as regards initiatives involving subjects outside the schools:universities, associations or individual professionals, companies, etc. . Thecreation of groups of up to 60 students with whom to carry out activitiescompletely disconnected from ordinary teaching does not make any sense.Furthermore, the minimum of 30 hours a year to devote to these activities riskscausing a further proliferation of extra-curricular projects contracted out tosubjects outside the school, often private individuals who pursue theirparticular interests.The only way to boycott this reform, despite the fact that the unions do not seemto have any intention of putting a spanner in the works of the counter-reformistfury of the most right-wing government in the history of the Republic, is for theteachers to refuse to submit to this umpteenth economic blackmail and do notapply to become guidance tutors. It would also be appropriate for a movement todevelop, in solidarity with the male and female students who have also begun tomobilize again in recent years, to defeat the neoliberal "good school" logic,transversal to the bourgeois governments that succeed one another in power inthis phase historic.*General Assembly FLC CGIL The Roots of the Unionhttp://alternativalibertaria.fdca.it_________________________________________A - I N F O S N E W S S E R V I C EBy, For, and About AnarchistsSend news reports to A-infos-en mailing listA-infos-en@ainfos.ca
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