“We are not Schrodinger cats.”

Students protest against Lorenzo and Giuseppe’s death (Imagoiconomica)

Who are we students? Who wants to understand, train and then skillfully contribute to the service of a productive world or a permanent intern, or rather a low cost apprentice company and share the bitter fate of many, many workers? In our country, in 2021, according to the National Observatory, 1,404 workers and laborers died while working. An annoying, mind-boggling. 2022 doesn’t seem to be going very differently, on the contrary, the situation seems to be getting dramatically worse because now not only adults are dying at work, students too. Within a few days, a few weeks ago, two died while working that was part of the school curriculum. Lorenzo and Giuseppe, two students who died not at work, but at school, during school activities. And what kind of school could it be that lets its students graduate?

Not at war and not at school-work alternatives (Imagoeconomica)

It is a poor school, leaning towards a corporate policy following the reform of Burlingua, not one of personal training. The principal has become a manager, cultural in-depth activities have become an alternative to school work (now Pathways for Transverse Skills and Orientation, abbreviated Pcto) and the teacher has no educational role, becoming more and more child-sitters. Forced to detain 25 or 30 brats or teenagers to whom a series of ideas would be sent and nothing else.

These two deaths, the two murders, are just the darkest conclusion of the school liberalization policy.

The reforms signed by Minister Giovanni, issued by a royal decree in 1923, lasted for more than twenty years.

The Italian school has always had deep classist roots: the pagan reforms of 1923, which laid the foundations of modern mass education at the beginning of the fascist era, actually provided the school with class divisions – not to mention the student body but the actual group divided by social scale – a reference to each of them. Associated with the school. A trip to a high school and a hotel is enough to realize that the model still survives today. Anyone who attends any high school has at least once heard the heinous assertion “Here we form the future ruling class” and it also happens that some professional professors announce to their students: “If they form the high school ruling class. Let’s train their servants! ”

What can such a school teach without the habit of subjugation and exploitation? It would be nice to say that those who make these statements or those who take class action are just bad apples, yet the problem is structural and local in the school system.


If we take the example of the Good School launched by the Matteo Renzi-led government in 2015, it can be seen that the school-work option leaves enough space for individual organizations to work and never specifies that potential activities can be mentioned in detail. . This is kind of root. In fact, the school-work option does not explicitly provide a way to start a career in a company and as a result it may be possible (and even desirable) to take various training courses, which do not necessarily send students to private parties, often not even to support such initiatives. Ready. Helping an individual learn a trade is a cost only for a company (especially for an SME), both in terms of money and time. How can we meet all the needs of the organizations by guaranteeing the objectives set by the schools?

You simply can’t. In most cases, students stay in a company for weeks at a time that they are unable to complete tasks or photocopy a variety of documents, which makes the PCTO experience at its best if not dangerous.

There will certainly be virtuous paths in Italy, but they will be in the minority compared to the whole.

The Good School (or at least its purpose) is often mistakenly compared to the situation in Germany. There are also structural differences in drafting the law: in fact, German companies have to follow a series of stricter and stricter rules than the Italians, checks are also frequent when it is extremely rare in our country. Personal guest for students at Pcto in any kind of control. The training is also very different, because how to work in a company and a theoretical part of the safety rules is compulsory in German schools. In Italy, even if basic safety training is practiced, i.e. a four-hour course with a multiple-choice test at the end, the school seems to want to be a function of the world of work but at the same time wants to get rid of it, in short, a kind of “Schrodinger’s school” The Austrian physicist’s psychological test cat, the fate of the cat dying or surviving with equal probability, is a school that has the same work objective, but which actually aims to earn a diploma without thinking about the knowledge and judgment of the students. .


Certainly this model is proving more and more failing every day: we need a complete overhaul of our school, which disconnects it from the corporate mania for the reforms of recent decades and sees it as a place of learning in the broadest sense. Pretending to bring the school down to general vocational training (for example weakening the study of the humanities or almost completely removing geography like the Gelmini Reform) where teachers are merely transmitters of ideas, is the result of a very specific political will. Divide the students into more classes instead of full and thoughtful people, making them the pawn of a man-eating production system. It pushes towards private education, financing it in open violation of the Constitution (Art. 33 “Institutions and private individuals have the right to establish schools and educational institutions, at no charge to the state”), making schools more “to reach excellence” where students In the best performance of the capitalist sauce, everything, even health or life, can achieve remarkable results at the cost of sacrifice.


Competition is a positive value that is rewarded by teachers, because “engagement” is a sign of “strength” and “will”, on the other hand, far from the Fordist method of asking for a different, more humane rhythm. The school is doing more, which means “complaining and being ungrateful”: on the other hand, what can be expected in a country where “labor exploitation” is synonymous with “mess”? We students must revolt: take to the streets from school and university, to shout “enough” for this model of educational exploitation. We call on adults, workers, trade unions and businessmen to support us in this fight and not to leave us alone. We ask you for Giuseppe and Lorenzo, and for Luana and Adil, and for every person who dies in the workplace, or to defend their rights.

Chiara and Francesco, students

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