Amuchina, gloves and masks, but for the school to function, the teachers need to be healthy



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After spending six months talking about amuchina, benches on wheels, classroom cubes and various distances, we magically realized that to reopen the school year there were no teachers. Is it always because of the usual “lazy”, or are they the oldest teachers in Europe, poorly functioning (today we define them as “fragile”), unmotivated and fearful of the real risk of contagion?

It goes without saying that the first thesis prevails as usual among public opinion, corroborated by the fact that not all “wretches” want to undergo serological tests. Teachers have always been seen as “problems that should be asked for solutions.”

Yet it never occurs to anyone that we are simply reaping the benefits of a no-nonsense thirty-year institutional policy, against the category, in deafening union silence. Perhaps it is worth explaining it better. Is the remuneration of teachers adequate? They are the poorest in Europe. Is your contract regularly renewed upon expiration? The last one has already expired and the penultimate one was signed nine years after the deadline. Is the implemented social security policy considered? In twenty years we have gone from unsustainable child pensions to the reform of Fornero (retired at 67) without any preventive control over the health of the professional category. Are occupational diseases of teachers officially recognized?
At the dawn of the third millennium, it is preferred to bury the category with the usual nefarious stereotypes, even going so far as to prohibit, to the same unions, access to data on the inadequacy of teaching in the hands of the institutions (Office III Ministry of Economy and Finance ). To be sure, the list is still long, but it is worth dwelling on some reflections on the current pandemic scenario.

  1. The pandemic returns us to the fundamentals that we have completely lost: the school lintel is made up of the teachers and not the desks, classrooms and even students that are an integral part of it. The school is the passage of knowledge and its director is the teacher.
  2. To have a solid foundation, the school must first of all have healthy staff, adequately protected against occupational diseases, paid and duly motivated, and finally assisted by a correct social security policy. More than ever in times of crisis.
  3. No politician or institution has ever dealt with the health of teachers. Not even the current minister, despite being a teacher / manager and coming directly from the school world. She, like everyone before her, did not pay due attention to occupational diseases to implement their prevention (it is still not funded despite the legal obligations imposed on school principals with DL 81/08).
  4. The last reflection is perhaps the bitterest. If even the teachers themselves, even in the role of minister, do not realize that their profession must be protected from professional health, it means that the heart of the matter is the lack of information about risk. Therefore, it is necessary to immediately obtain the data denied by the MEF, process them and disseminate the results to teachers and public opinion. It is hoped that awareness of occupational hazards will induce government officials to act accordingly in the face of an obvious urgency.

Alessandro D’Avenia also realized that something was not working in his column (Corriere della Sera of 09/14/20) entitled “Crisis de nervios” for the occasion: “We have been talking for months about desks and their distancing, needs that can be solve with a little competence and common sense, instead these speeches have occupied, to the ridiculous level, all the space that we had to commit ourselves … to grow: the lives of teachers and students. The epidemic of incompetence, in fact, has existed in school for years.

Four examples among many: since 1999 only three recruitment competitions (by law they should be three years), last year 150 thousand (this year we will touch 250 thousand) 850 thousand uncovered chairs (temporary and substitute teachers cost less), 15 % of school dropouts, insufficient teaching support ”. After identifying the cause of the evils in incompetence, it seems then to adjust the game: “These are the effects of a system that is always late and not regulated on people, but on aseptic economic criteria and political interests … – then he bitterly concludes: “How many students and teachers go out because no one really cares about them, allowing them to teach and learn properly?

Discomfort is above all “discomfort”. And it is precisely from this discomfort that we have to start over, recognizing above all that psychophysical exhaustion determined by teaching, even and especially when it is done out of passion. Understanding reality, rather than stubbornly denying it, will consequently lead to health protection, adequate remuneration and fair treatment in social security. The school no longer asks for it today, it demands it.
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