How to rebuild the School with the PNRR billions: will the government want to use them?

After the “increases” (which will only partially cover inflation real of the last twelve months), some teachers are hoping for good news: the allocation of the billions necessary to significantly improve the School, taking advantage ofopportunity offered by the PNRR. In the meantime, let’s try to dream a little.

“Digital” school: instrument, not an end

There is a need for novelty, for example, in the First Grade Secondary School (“lower middle”). More attention from the ministry is needed for use of telematic and IT means: not intended as an end, but as tools to be used critically, explaining their languages ​​(multimedia and IT) and teaching them to know them, to master them, to decode them in order to be free. On the contrary, inducing students to believe that knowledge and reasoning can be dispensed with (by delegating both to machines) increases the dependence of pre-adolescents on artificial intelligence, and makes them uncritical and compulsive consumers, exposed to stereotypes of invasive and “personalized” advertising on the web and multinationals. This (albeit in the auspices of the multinationals themselves) would compromise the future of students and of society as a whole.

It is also urgent to introduce, in the middle school curriculum, a workshop area in which students can learn to decode the language of theater, cinema, television, as well as all non-literary languages. The aim is always to make the future citizen free from the conditioning of which he is not aware: which is the real “mission“Of the School established by the Constitution.

More hours of Italian. More music. More foreign languages

In the Second Degree (“higher”) Secondary School it is absolutely necessary to increase the hours of Italian (cut by 20%, even at the Gymnasium, by Gelmini and Tremonti in 2008 to “save”, and never restored). In fact, pupils with a mother tongue other than Italian are also increasing in high school; who, however, are often better in Italian (because they study it at school) than the Italian students themselves, whose communication codes are increasingly essential and simplified (to use a pitiful euphemism). In this generalized linguistic weakness – increased by the scarce propensity to dialogue in families, by the closure in the individualistic use of smartphonefrom the TV garbage, from atomization “semiautistics“Of the social fabric – the School must return with strength to play the role of functional literacywhich only it can carry out and which the State must not direct but allow and facilitate.

In Primary School (“elementary”) it is necessary to study the musical language, shamefully forgotten in Italy, the country that invented the musical communication code of the West (with the good result that the majority of Italian graduates confuse Puccini with Guccini, Beethoven with the dog protagonist of a film, and Rossini with the former Swiss footballer who played in Sassuolo and Sampdoria!).

Furthermore, in this Peninsula where very few know Italian (well) and few chew a few words of global Englishit is necessary that elementary school children study deeply two community languagesbecause what you learn in elementary school is never forgotten.

Artistic-musical and technical-practical area

To guide middle school children in view of the choice of high school, it is necessary to develop manual and creative skills in them, taking into account the historical-cultural needs and vocations of the area. It is therefore necessary to create artistic and craft workshops in the middle school within a didactic area for teaching practical And technician of the music andart, reminding students that they were born in the homeland of the Renaissance, of art, music, beauty. Because – it is time to remember – not alone GDP Man lives (and in any case beauty also produces GDP).

More history, and more in-depth: return to the pre-Moratti cyclical curriculum

It would also be time to go back to teaching seriously history to future citizens, returning to the cyclical curriculum of the ministerial history program prior to the Moratti “reform”: the one that buried the excellent 1985 elementary school programs. Thanks to that “reform”, today the high school students – having listened something on antiquity only in elementary school (and on the Middle Ages only in middle school) – they do not know who Caesar was, they have never heard of Cicero or Pericles, they cripple the names when they read them (“Milìzziade“Instead of Miltiades,”Testimocles“For Themistocles,”Stiticone“Instead of Stilicone, and so on), do not understand the calculation of the years before Christ, they confuse the Renaissance and the Risorgimento, the discovery of America and the French Revolution and, when it goes well, place World War II in the 1980s.

After the promises, wait for the government to prove the facts

In short, there is a lot of work to do (and money to spend), to bring the Italian School back to being a School (rather than a company for the approval of the people towards cultural minimalism aimed at menial jobs). However, we (resorting to the optimism of the will) want to believe in the intellectual honesty of the new government and in its willingness to maintain promises made explicit in the electoral program of the Brothers of Italy: “Updating school programs, protection of classical subjects and strengthening the teaching of scientific subjects in all institutes, starting with mathematics ”. It will be up to the facts – as it always has been – to prove the veracity of the promises.

How to rebuild the School with the PNRR billions: will the government want to use them?