"The OECD PISA data present us with a school," bringing up the rear "at the very time when the country, even out of the heavy economic crisis that is going through, it needs to increase la propria competitività, investendo in conoscenza, cultura, innovazione e ricerca scientifica. Tali dati, nel Mezzogiorno, assumono un significato ancora più allarmante, mostrando criticità non trascurabili. Nei primi 130 anni dall'Unità cinque sono state le riforme e i provvedimenti principali che hanno interessato la scuola italiana fino agli inizi del 1990. Nell'ultimo ventennio, poi, si sono succeduti tanti ministri all'Istruzione che hanno introdotto visioni diverse della scuola, dando vita ad un susseguirsi confuso di riforme e controriforme".Lo ha dichiarato il Presidente della Provincia di Potenza Piero Lacorazza, intervenendo a Montemurro alla manifestazione che, nell'ambito delle celebrazioni per i 150 anni dall'Unità d'Italia, ha voluto ricordare la figura di Giacinto Albini, insediatosi il 7 settembre 1860 come Governatore della Provincia di Basilicata e personaggio chiave del Risorgimento lucano."I problemi che vive oggi la scuola, di cui l'emergenza precari rappresenta una delle più tangibili e preoccupanti manifestazioni, vengono da molto lontano e, con un'attenta rilettura dei 150 anni di vita unitaria del Paese, le cause potrebbero essere rintracciate - ha continuato Lacorazza - anche attraverso il difficile rapporto tra popolo e territorio, come ad esempio quello che caratterizza una regione grande come la nostra (10 milioni di chilometri quadrati), dove una popolazione piccola (600 mila abitanti) è dispersa in 131 comuni. E ancora attraverso lo scollamento between social classes and between cities and suburbs that are determined in the aftermath of Unity and which today continues to be one of the more critical of the so-called "Reform Gelmini. School education is, right now, a major concern of the new unitary state: the Casati law (which made it compulsory school attendance), already approved in Piedmont in 1859 and subsequently extended to the whole national territory, the law of Coppino 1877, which introduces a difference between the largest cities in the obligation school (up to 5 years) and children (up to 3). At that time, the serious financial difficulties of individual municipalities hindered the growth of educational institutions, especially in the South This is a problem, that during Giolitti's, tried to circumvent the law-Dane Credaro of 1911, the state is the cost of management of primary schools. All of these measures - and then note the Gentile reform of 1923 and the Charter School, built by Giuseppe Bottai, which provided for a division of the elementary school in "urban" and "rural", with all imaginable penalties for the latter - did not understand the way down to the needs of individual airlines in the country and had as a common denominator to facilitate the separation of social classes and regions, introducing a first element of distortion in the vision of the school and education, which will recur in various forms , in the various stages that have characterized the long process of reform of this important institution, to the latest government measures on school and discussed. Over the years, therefore, an attempt to give a new and coherent form to the Italian school has clashed with the effect of increasing rather than reducing the gap between city and suburbs, north and south and between different social classes. An increase in the statistics confirmed that, more than half a century unification, still drew a bleak picture with regard to illiteracy, far from being eradicated particularly in the South and particularly in Basilicata, where in 1921 the percentage of illiterates is at 52 percent, only better that of Calabria (53 percent). Percentages can be explained by the persistence, in 70 years by the Unit, some limits to the spread of education as the failure to perceive the school, by the lower classes as a means of educating and raising capital or major obstacles of logistics and practical, which made it difficult, for example, to find teachers for primary schools in the suburbs. Schools who had poor conditions and low wages eventually discourage the masters of the rich bourgeoisie. The lurking danger today is that of education, training and a knowledge that does not help the cohesion of the country or the process of social mobility. The story runs the risk of repeating and enhance their critical that, beyond the political spectrum, even in the measures of the school, could have the effect of marginalizing more and more the South. Today, therefore, it is necessary to rethink and improve education, training and knowledge so that they are able to accompany a united Italy in Europe and the world. "" Reflections, they give reason to give the celebrations for the 150 Unity key to a year focused on the major paths of development, school infrastructure, through those transformations of the territory caused by different earthquakes. Go back over 150 years of history - concluded Lacorazza - embarking on the path towards the future, if we are in a position to undermine the common places of public opinion, the sectarian tendencies of the ruling classes and colors detractors of the Unity of Italy. These 150 years of history, and stories are good food for the development of a new thought of our country, in Southern Italy, Basilicata, in a geopolitical landscape full of pitfalls and opportunities. We think of Europe, the Mediterranean area and its enduring cultural conflicts, ethnic and religious, political and economic fallout from the non-negligible. "If 150 years ago, Italy joined politics in Italy, today, Italy must be united in the world." 9/9/2010"The danger today is that of education, training and knowledge that
not help the cohesion of the country or the process of social mobility. ""If 150 years ago, Italy joined politics in Italy, today, Italy must be united in the world."
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