With the start of the school year recur's obligations in respect of elections scolastiche e il rinnovo degli organi collegiali. Ormai sono vissuti più come formalità di scarso significato sia dai genitori che dal personale scolastico. Molti dirigenti, a loro volta, sono presi da compiti più pressanti e urgenti per cui tendono a delegare a qualche docente generoso il compito di seguire la regolare svolgimento delle procedure abituali. I genitori, a loro volta, non dispongono delle competenze necessarie per potersi assumersi, come sarebbe loro diritto – dovere, la piena responsabilità del rinnovo e tanto meno del rilancio di una partecipazione che possa essere più incisiva e soddisfacente.
Già in questo you can see the difference with what happens to teachers, they do not need the protection of either the manager or a colleague, to oversee the renovation of the school board there are trade unions, with their candidates and programs well-differentiated. As if to say that the "representative democracy" of the school boards can not function if it is supported and enlivened by "participatory democracy" of free association of the parents. Councils and associations are two sides of the authentic Western democracy, it is not difficult to imagine that if they were not parties or civil society organizations, including organizations representing most prestigious would become cold and bureaucratic bodies inconclusive.
should investigate this aspect to identify the root causes of the substantial depletion of the governing bodies at the expense of the parents. Experts reformers dedicated to meticulously refine new organisms and share the finest of representation between the various components, without addressing the fundamental axiom, also enshrined in the Constitution and reiterated in the recent European Treaty of Lisbon, that democracy can only be to time participation and representation.
In the seventies it was decided to introduce the mechanism of the school representative bodies, with all the paraphernalia of elections, lists, applications and programs and then not been able to complement the network of associations is essential. A. Tocqueville said: "the association is a powerful and enlightened citizen that can not be subject to Company and pleasure that, in defending its rights against the needs of special power, saves the common liberties." In a school where the parties may express themselves as equals and where differences become opportunities, the comparison becomes truly democratic and co-operation becomes more confident and satisfying.
contrast can be found in schools today, the more diverse and participatory situations contradictory: there are really vibrant and creative groups where parents and teachers do indeed see "the school of our dreams" through projects involving high-quality, next to others where the flat is managed daily with the most rigid bureaucratic procedures, which plastered every ambitions of confrontation and renewal. It is not rare case that in both cases, however, speak as little as possible for bodies, suffered as a heavy and complicated legacy of the past.
Sometimes there is even a separate, clean up the opposition, between "the parent volunteers and creative projects" and "parents elected "relegated to the advice to negotiate to no avail.
This is what appears at a quick glance overview of the present moment, but expanding the investigation to the history of the individual school, you can see that often in the same institution there are moments of creative euphoria and moments of tired and neglect, depending on the quality of manager, the availability of teachers, the generosity of parents. New Talent radically change the institution is not able to provide continuity and consistency to its action in the course of time.
Not to mention, then, what happens when, even in situations best, a conflict emerges between the components. Then there is space for confrontation and recriminations, is used easily to lawyers, because they are not active and popular democratic organizations of the mediation, as they are precisely the collective bodies, which have appropriate procedures in relation to various problems of school life. At the bottom of the Decrees
Directors, introduced the school board, did not invent the collaboration between families and school, which was lively and there was already made by the associations, but it is proposed to be regulated precisely to ensure legal certainty and functionality more effective and continuous. Unfortunately, things went otherwise, instead of integrating it replaced "the right to free, voluntary compliance with legal, the formal justice to the generosity," losing the street civic passion and dedication to education that are the heart of genuine participation.
For too long, the collective bodies have been neglected and devalued. With the excuse that he expected an imminent reform has not been given pursuant to the rules, which now strengthens the role and power, especially the District Council / Institute.
Just as an example, the procedure provided for in the Rules autonomy, for the adoption of Piano dell’offerta formativa (art 3 del DPR 25 – 99); che non viene osservata in molte scuole, nonostante siano passati più di dieci anni dalla sua emanazione. Molti si giustificano ritenendola macchinosa e complicata, mentre è soltanto corretta e coerente con le competenze che spettano di diritto alla singola componente.
Bisogna, comunque, riconoscere, che la difficoltà maggiore sta soprattutto nella fragilità della componente genitoriale, che non è in grado o non è stata messa in grado di presentare proposte unitarie di miglioramento, di cui la scuola deve per legge “tener conto”.
Se si vuole, con il nuovo anno, rivitalizzare gli organi collegiali è indispensabile rilanciare ad un tempo l’istanza della “gratuità generosa” tra le genitori, allievi e insegnanti, tenendola strettamente unita all’istanza, altrettanto fondamentale, della legalità, che si fa carico puntualmente delle norme, interpretandole alla luce dei valori fondanti dell’educazione e della convivenza civile.
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