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close to curl in the discipline not to deal with the complexity of the reality here is how teachers demolish our young

who teaches Italian in high school (especially in traditional high schools) is well aware of the status of the institution of total inadequacy. The impression is that of a structure that generates harmful in almost all cases, boredom, frustration, competition, continuous loss of time, menial attitudes and / or utilitarian. He addressed the issue Ruganti Nicola, in a good article on the number 2 of "The Donkey", Journal of education and social intervention. Ruganti began with a statement strong and indisputable:

You can only speak in exaggerated terms of high school, because it is the clear picture of economic disaster and of this teaching.

And a little further down immediately hits the point:

Curriculum and reality have taken two different paths. Teachers are closed like a clam on discipline and on the other side of their work are approximate: they know not to suggest any view on how to address this. The long

reiterate: Italian teachers are almost always individuals alienated from the life alien to the contemporary reality. I am not able to provide guidance to young people, are not able to be separated are not able to lead them towards self-orientation. It can not, because they too are unable to orient themselves and to be autonomous. The school now is a dead room, which almost always speaks of death and dead things.
"The teacher closed like a clam in the discipline" is a true reflection of a reality mortifying. In a world of complexity devastating, it is unimaginable to think that the teacher's role is still to teach literacy with rules and simple rules of grammar or mathematics. Yet for decades we have formed Only teachers of this type. Teachers for whom teaching is repeated daily for four nozioncine literature, science, history or philosophy that is sold today (often deeper) on wikipedia . For teachers to teach means to line up four numbers on a loose (apparently) but elaborate (really) imbecillissima evaluation grid.
E 'clear: the school emptied of real meaning takes refuge in the strict rule. Still sees good Rinaldi

Teaching outline and often superficial knowledge of the need to generate obligations. Here's an example: you can make up to fifty days of absence (which are few) and more than one ball. The breakdown

total, then. Without possibility of redemption.
yet, waiting for better times (the deschooling is the point of arrival, no never forget), groped solutions can be adventurous.

a. Should be given enormous space for individual institutions, because if it is true that you can not cure a sick plant from the roots, you can try some grafting of luck. And in this case there are two possibilities:

1. individual schools who take the maximum autonomy from the central State to experience a free, libertarian school. For Ruganti "should encourage regional efforts of schools, merit and militants, who choose to carve out autonomy educational, economic and territorial cohesion: it could be a last boat in calm this high voltage.
   
2. Within the institutions, groups of teachers should form an alliance and self-organizing, so trying to save some courses or some classes, taking complexity of an educational, anti-authoritarian, anti-regulation.

b. You should focus on young , which have a clear perception of the school and do not throw away their time studying unnecessary topics. Ruganti Look again: "Good thing there are guys who have great confidence in their time and are still nice and supple, they are immersed in a borehole obsessive Web or have instances of inquiry on practice. "

The last call to disobey Ruganti is . And for this we have to be with him." The task of the individual teacher ... is to not follow the fashions of the reforms and / or news programs. "
For those who disobey the school means starting to Deschooling inside. It means bringing libertarian ideas within the school-prison , ideas of life within the school- contemporary niche.

Antonio Saccoccio