Liceo Parini in Milan busy: “We ask for more dialogue with teachers”
Occupation at the Parini high school by the student collective. The students limited themselves to occupying the ground floor of the school, “without blocking face-to-face lessons, with the intention of staying overnight”. The protest started yesterday. Explain to Mia News Alessandro di Miceli, institutional representative of the Collective: “The goal of our protest is to be able to establish a direct comparison bridge between the student component and the teacher on the issues of teaching and evaluation at Parini: it has been for months that with the rest of the representation student, we ask to be able to have a say on these issues, believing that dialogue and confrontation should be the basis for the restart of the individual schools. “
Al Parini, as in other schools, in the last month of school, with the return in attendance, the students argue, “there have been continuous waves of checks and evaluations, even reported to the presidency as worrying even by the school psychologist, for stress and anxiety levels of students and female students “. “What we are asking is what has already been started in many schools after the emergency – he says Simone Botti, student of the Collective -. In fact, schools such as Bottoni or Einstein have activated commissions for dialogue and discussion between teachers and students, to understand how to be renewed at a general level after the emergency: we have repeatedly sought dialogue through representation and also, subsequently, through two protests in the courtyard, but there was no constructive reaction “. For the students” it was therefore necessary to give a strong signal for the next year, so that the activation of a moment or a place for stable dialogue is a clear and to be reached for school from next September “.
This is the announcement on Instagram by the Rebelde Collective: “Ours has been a difficult year, during which it was made clear to us that school and the people who live it are not a priority for institutions. Relegat3 in dad for many months, we have suffered from the social and didactic void that has arisen. The return in presence was presented to us as the greatest of concessions, but also in this case the adequate measures were not taken “