LA SCELTA DELLE ATTIVITA’ DA PARTE DELLE FAMIGLIE The constitutional principle that 'E' duty and right of parents to support, raise and educate their children "
was the commitment of the A constant point of reference. Ge. , But found the school and how different areas of applications over the years.
Up to 70 families could only choose between state schools and non - state, but could not impinge on programs that either the school decided. In that historic moment was emblematic of the battle AI. Ge., Which demanded freedom for families to choose between "normal time and full-time" against the demand for teachers to require parents to model the time, decided only to them.
In the decades after the space of choice for parents has gradually expanded with the participation in the decision of the governing bodies, with the choice of the teaching of Catholic religion, with the choice of school hours vary, with the ability to request optional activities and optional, with the "Pact of co-education" which is a unique opportunity to point out, before the signing, the educational values \u200b\u200bof the school, the quality of relationships, activities and times chosen, the methods and areas of effective collaboration.
At the end of the trail has come to officially recognize that "families contribute and actively participated in drawing up the training of their children, while respecting their vocations, skills, attitudes and inclinations, including the choice of activities education "(CM 29/2004). The request of the families concerned, in fact, both the amount of school time and the quality of content, activities and lessons
1 - Families can choose between different models times:
- In school ' Children from 5 to 8 to 10 hours daily (Art. 2 DPR 89/2009, 5).
- In primary school (elementary) "the time school was held in accordance with the different joints of the school week to 24, 27, 30, 40 hours (art. 4.3).
- In the secondary school of first grade (middle school) there may be a time of 30 hours or longer than 36 hours, it may be allowed time to be 36 to 40 hours only in the presence of a majority request of families "(Article 5.3). At the request of the families has introduced the teaching of powers of 2 hours (art. 5,10).
2 – I genitori possono scegliere anche attività e insegnamenti da svolgere durante l’orario scolastico prescelto:
- Per il I° Ciclo “le scuole nella loro autonomia e sulla base delle richieste delle famiglie adeguano i diversi modelli orario agli obiettivi formativi e ai piani di studio (DPR 89/2009, art.4,5).
- In base all’autonomia didattica fino al 20% del curricolo “tutte le istituzioni scolastiche, nel rispetto della libertà di scelta educativa delle famiglie , concretizzano gli obiettivi national individualized learning paths ... taking all forms of flexibility that they see fit ... making recovery initiatives, support, continuity, orientation (Presidential Decree 275 / 1999 Article 4, 1 - 2).
- In Cycle II high schools, technical institutes and professional autonomy have available spaces for 20% of the required curriculum and, in addition, areas of flexibility for up to 35% enter alternative disciplines including those that are included on a special national list ,
- In addition to the educational and teaching activities mandatory are assured with the allocation of teaching staff assigned to the institute. For the development of activities and electives educational institutions use within the limits of its budget and staffing of the quota allocated, or to Outside fitted with special approval.
is evident from the laws cited as the families could "count" in determining the quality of the education of their school, childhood up to high school.
In reality, unfortunately, parents, ill-informed and even less organized have not had the opportunity to become aware of the "educational skills that they deserve as parents" and they failed to exploit the areas, which as you are open for their effective cooperation and authoritative.
It should be emphasized that the choice of schedules and activities represents an element of primary importance, both at the individual level of each parent for their child, and collectively between schools and families. Schedules and activities not only characterize the custom location of the individual student, but help to define the "identity of a specific educational school community" composed of certain teachers, parents and students, set in a given territory. It should be emphasized as it is for bodies, which also sit on the parents' representatives, to manage the shares of autonomy and establish a model school more responsive to the expectations.
If parents, especially when combined, are able to rework the proposals, spring from the needs of families, can bring them to recommendations which can not be disregarded. We can not ignore, in fact, the "bargaining power" to have families that are against the teachers, since helping to establish the amount of working time and activities to teach the same.
At this stage lacks information and organization of parents, so they are unable to carry out practice in a full and responsible tasks, assigned to them. To build a sense of belonging and "community education" and do not stop at the individualistic dimension, becomes increasingly essential to the presence and action of the association, who knows how to define, coordinate and bring to a summary of the different needs of parents.
