WORLD WORLDWIDE ITALY SICILIA News Journal Update - (en) Italy, Sicilia Libertaria 2023 June: "La Squola del Padrone" - The student is a precarious social worker! Roberto Brioschi (ca, de, it, pt, tr)[machine translation]

 "When only the children of the middle classes went to school, it was said that it

guaranteed formative knowledge for life; when the children of workers began to
attend it, it was said that the school was no longer worth anything (reform of
the unified middle school and then with '68); today 16-17 year olds are once
again told that a little work is good for you (internships)". From a public
conversation by Alessandro Barbero, historian and medievalist. ---- It is no
coincidence that since the masters' school students-proletarians are taught that
work is an integral part of education, necessary and free, where even death
becomes an inherent possibility in the study-work cycle. This is what is really
meant by "freedom of teaching".

Since the 80s of the twentieth century, the courses and knowledge to obtain the
diploma or degree, the "short" one is only an Italian bureaucratic fantasy being
instead a post-diploma specialization, have been parceled out and multiplied as
companies require following the transformative processes of Work and of the
production, even immaterial, of goods, of the deriving performance and
professional profiles. For the few who are still able to attend, public school is
a workshop within a system of inequality programmed to the detriment of young
proletarians; in 2022 we have 1,382,000 minors in absolute poverty, 12.7% of
school dropouts in the compulsory cycle, 23.1% of young people between 15 and 29
without school, training or work. European record but numerically lower than
reality (Source, Save the Children - Vita.it). In the metropolitan suburbs and in
the geographies of poverty, the school lacks any functional structure and basic
ancillary services: it is a parking area for young proletarians destined for the
reserve army of work.

On the other hand, happy visits to the bases and barracks of the marines, of the
Folgore, of the aeronautics are planned to train you to stay in your place
through hierarchy, order and discipline, future possible recruit of the "uniform
+ salary" when you will be deprived of the possibilities of income.

The touted school of excellence and merit is only a school of class
discrimination. In 2021, only 28.3% of people aged between 25 and 34 had a
university degree, penultimate place in Europe (Source: Eurostat); at least 50%
of them suffer from returning illiteracy: they cannot summarize and have
difficulty understanding texts.

Institutionally and socially programmed ignorance: if the right to education is
archived in an exorcised '68, merit is synonymous with inequality and regression,
as Roars Review of March 2023 explains it well, quoting Virginia Magnaghi, Phd of
the Scuola Normale Superiore of Pisa, who reports the data of a research by the
consultancy firm The European House: "... from 2009 to 2019 the university system
of schools of excellence is made up of 53 student residences which guarantee food
and lodging, reduction of tuition fees, services, infrastructures, absorbing a
total of 4,000, I say 4,000, deserving students out of a population of 1,800,000,
or 0.2%. In ten years, the Ministry has invested 43 million euros in technologies
and infrastructures in these universities with residences that have thus become
excellent: an amount equal to 60% of the total allocation for the university system".

The entire scholastic order is organized around the flexibility of work according
to the need for rationalization-standardization called by companies, around the
precariousness of the life of the people-students, of which it makes a market.
The life cycle of the student is made income with three instruments:

   - recourse to occasional, precarious and clandestine work starting from
elementary school, to compensate for the cost of studying and living, including
for families.

     - The parasitic real estate income deriving from private student residences
and from the black market of renting beds; bedrooms and cohabitations modeled on
the model of landlords for workers and migrants from Southern Italy in the 1960s,
at an average price of EUR600-700 per student per month for 600,000
non-residents, equal to 1/3 of the university population. With vile master
arrogance they call it "student housing", a source of profits not only for the
owners of second and third urban houses but now above all for multinationals such
as The Dutch Student Hotel or the Italian Coima since the funds that the Pnrr
allocates to the building and management of new student residences cover up to
75% of private costs and the initial three years of business start-up: first
investments in Bologna, Florence and Milan.

- The financialisation of student life, especially university life, takes place
through the school loan which makes it possible to pay the high costs. In the
made in USA model, which is also beginning to take hold in Europe and Italy, the
loan granted to the "student in debt" must be repaid starting from the end of the
studies for a certain number of years: essentially a mortgage that mortgages your
future income, above all, obliges you to have an adequate and constant one over
time: that is, if you do not make a career in the world of work, the
bank/financial company issuing the loan makes you go bankrupt and you are
relegated to the margins. You are obliged to optimize your existence according to
the ability to produce value in a regime of ruthless competition between people:
it is the financial management and the control of life through debt, where
financialization is an extension of the means of original accumulation by of
finance capitalism.

Student poverty is simply the grossest expression of the colonization of all
spheres of social practice (Situationist International, 1966). To date a paradigm
for struggles with the student at the centre.

- Last but not least. The masters' school is an institution designed to prevent
the formation of a collective intelligence and social awareness of the exploited.
The school is now being put up for sale on the market of data obtained from
activities through the new teaching entrusted to digital platforms, whose osmosis
was elected as a system by the Miur as early as August 2020 with the transition
from the emergency Dad (= Inequality distance learning) to integrated digital
teaching (Ddi); 135 million euros is the endowment of the fund set up in the
summer of 2021 for the creation of the single national interconnection network
for "Unire" education. Obviously the multinationals that own the platforms,
Google in the lead with the Classroom Suite, obtain in fact not only control over
teaching but an immense database that can be analyzed by artificial intelligence
to profile each individual student by creating their own business models on
personal data within a surveillance of mass. Mass individual profiling is
constantly updated by new data collected and entered with daily activities and
behaviors in order to generate accurate products and services that they sell to
third-party companies, marketing above all: it is data computing. School
experience, transformed into free work, is monetized as it generates profits for
Big Tech. Moreover. Digital sovereignty feeds on platforms, it is fueled by user
loyalty: he gets used to the logics and services, to the user interface provided
by the software, becoming a "vendor lock-in". Usage for now largely free, but
with premium and enterprise versions already paid for with progressive monthly
installments.

https://www.sicilialibertaria.it/
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