To all the forces of democratic parties, trade unions, citizens and city
We are teachers and parents of girls and children of primary schools which have driven in recent months, the protest against changes to the system education imposed by the government.
The school is experiencing a very serious step, a step backward cutting thousands of jobs, worsens the quality and quantity of teaching, calls into question the whole time, an interdisciplinary approach, i laboratori ecc.; un ritorno al passato, quindi, che vuole cancellare anche quel poco di progressivo che nella scuola pubblica si era faticosamente conquistato negli ultimi trent’anni.
Tutto è avvenuto con un Decreto Legge imposto al Parlamento con un voto di fiducia. E non è tutto!
Sempre in Parlamento, con il disegno di legge Aprea, questa maggioranza vuole dare il colpo di grazia: trasformare le scuole in fondazioni, renderle dipendenti dai finanziamenti privati, dividere, quindi, le zone ricche dalle zone povere, grandi città da piccoli paesi, centro da periferie. Fare della scuola lo specchio di una società in cui aumentano le disuguaglianze e impera la cultura egoistica della prevaricazione.
Ci siamo incontrati in many, many, we have discussed and fought, without strikes and demonstrations along with all the school workers, the precarious, students and the university average of the wave, with the understanding that the future of the school is the future of our children and society.
We did not surrender, no surrender, no surrender!
The government decree has been approved but our fight continues.
the circular relating to the enrollment in primary schools CGIL has filed an appeal to the TAR program plan against the two associations, CIDI and CGD, Iqbal Masih and the school of Rome, presented a further appeal to the TAR.
Now there is a simple and direct and ask to each parent, a position that does not give a chance because it expresses a clear and explicit intention.
later this month of February we ask all those who enroll your daughter or your son at school:
diprimaria child in first grade: Do not choose models with a single teacher to 24 and 27 hours a week but indicate clearly prefer longer hours (30 or 40 hours) and NO writing on the remaining three choices (also leave the possibility of any claims).
primary - after the first year, for those with children already attending the module or the full-time request in writing that the retention time of the model chosen in previous years, with the same teachers and understanding of co-presences, planning and time table.
secondary: ask for long periods of 36/40 hours per week normal time of 32 hours per week. All
recommend refer only and exclusively the desired model, giving the choice with a yes and no writing on other options.
recommend to all to ensure that the request is registered and the registration form attached and sent to MIUR (Ministry of Education). Please
then all political forces, unions and associations to give maximum publicity to making this appeal to reach all their subscribers, in all locations, even those located in faraway places, explaining that all this is to defend their rights and claim to have a school that functions well and quality is a priority for our country.
It 'important to spread a matter of urgency because there already are coming from many reports of how data are provided distorted, of how to force consumers to tick more than one choice in primary schools, how they are trying to impose a forced choice through specious use of a priority order that will allow schools to offer models for the poorest of time anyway, "chosen by the families."
To curb this situation we need the intervention of all, we are convinced that the only power is to combine experiences, cultures and even different locations.
For this we turn to you all, knowing that the public school is a valuable asset and that scatter makes the whole society and each of us less free.
Coordination teachers not parents Rubateci the Future
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individual declaration of obedience and forced dissociation consapevole.in theme of assessment require that documentation be attached to the ballot or to be proposed as a motion or as a personal statement next to the resolution of the Board on how to evaluate.
La/il sottoscritta/o…………………......., docente di ......................... presso.................................,
- vista la legge 169/2008 di conversione in legge del decreto n . 137 del 1 sett. 2008, la circolare n. 100 dell’11/12/2008 e lo “Schema di regolamento per il coordinamento delle norme vigenti per la valutazione degli alunni” (questa parte potrà essere modificata dopo l’emanazione ufficiale del Regolamento)
- dichiara di attenersi alle norme citate - con particolare riferimento all’uso della scala decimale e alla valutazione del comportamento - esclusivamente per adempimento di legge e obbligo di servizio;
- dichiara di ritenere in scienza consciousness and those same rules contrary to its principles of education, as well as wrong and even harmful to the students, the students and the school itself, and assumes no liability with respect to any claims or adverse consequences that might arise from the application of these rules;
- declares that it intends to use system of ongoing evaluation of learning and student achievement consistent with the approach of its design specification and not involving the use of "votes" but descriptive documents that allow students to be explicitly aware of their learning process;
- stands ready to experiment and use descriptive assessment procedures that avoid the use of the decimal scale in the ongoing evaluation, periodic and annual and in particular as regards the certification of skills, however, did clearly inconsistent with the concept of competence and with the most common procedures certification;
- calls for joint action of teachers and more of the same administration that prompt and guide the Parliament by a review of this normativa.Data
Signature is a statement in individual responsibility, the text can obviously be adjusted based on their personal needs and beliefs
Proposal and first broadcast by the CIDI Turin who thanked the group of teachers who collectively have worked on the text
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