Una settimana a Gricigliana, ospiti da un'associazione – Venti di terra - composta da un gruppo di ragazzi che vivono in maniera semplice, a contatto con la natura, in una vecchia casa e una costruzione di paglia e argilla nei boschi della montagna toscana sopra Prato.
L'incontro è stato un ottima opportunity to know many families in Italy are practicing the school family. Were represented in many regions: Umbria, Lazio, Tuscany, Emilia Romagna, Lombardy, Piedmont, Liguria, Abruzzo, Marche, Campania, Trentino Alto Adige ...
and were also represented different paths, different life choices and different styles, but one way of looking at education and teaching of children and young people and the role of the family and institutions.
The majority of these children are born at home , choice and important first step, it can be said of those who question the importance of the role of institutions in people's lives and especially perceives the critical and problematic.
born at home because the party is a natural, delicate and intimate, which is often attacked and distorted by the medicalization sometimes a bit 'standardized hospital. Being born in the house to find that precious heritage of every woman, giving birth and who knows, maybe even choosing to be assisted by a midwife or a midwife, did not need a doctor to give birth to her son.
After birth, the choice of ' breastfeeding , now matter of fact, relational, and nutritional undisputed pillar on which to base a new life ... but only a few decades ago banished from reality hospital ...
And so the ' education .... as a further step of a journey, a continuum, from conception, birth and gradually throughout life.
Rediscovering the possibility of a more sustainable way of life, the presence of adults in the family and their role, the first guide and model for children.
Simple Lifestyle, ecology made of everyday gestures, questioned the priorities of the mass and reorganization of these choices ... not money, not career, not the social ladder in first place, but the well-being, respect for natural rhythms of children and adults ...
A grandi linee il cammino è questo, ognuno si trova ad un punto differente, ci sono strade parallele e passi diversi... ma la direzione è la medesima.
Matteo, giovane insegnante, interessato alle esperienze di scuola libertaria, ha ammesso di essere venuto all'incontro “... con alcuni dubbi sulla scuola e di andare via con molti dubbi sulla vita”. E le sue parole mi sembrano rappresentative di questi mille percorsi paralleli, che sanno che, come genitori non si può parlare di educazione famigliare a prescindere dalle scelte di vita.
E quando di mettono in discussione le istituzioni, ci si interroga sul loro ruolo education of their children, who perhaps are not taught at all from the school, which is concerned instead to teach, to train them in diventarà good citizens of this society, ready to compete, to be assessed and measured, for approval and to submit to standardized procedures .
who does not respect the time limit given is often labeled as "problematic" and is followed by specialists, therapists involved in treating the disorder, dysgraphia, dyscalculia, dyslexia, attention deficit disorders, or behavior ...
times and ways the school are dramatically becoming unsustainable.
Of course there are always spendidi teachers love their work, which can make children feel good and to teach them many things with joy ... but they are less and less, and especially not for this reason that the school is a good thing.
Even among gynecologists working in obstetrics, there will be a good person, despite the institution, can make people feel good.
The problem is not at all the people, so it's just because you have confidence in people and their interpersonal skills and the power of affettifi links between people, you want to challenge the establishment.
So what can you do? But it is not
required to go to school?
Going to school is not required under Italian law.
is education to be compulsory.
something very different.
Parents who might wish to take direct responsibility for the education of their children.
The specific rules are varied and open to different interpretations. The rule now is that at the end of each school year there is a review of the education of children by educational institutions. Which often results in a test that children need support in school.
The question arises, and it is not easy to answer:
as does the same institution whose function is compromised by this choice, care for an evaluation?
And what kind of evaluation is done?
According to what parameters?
Often the examination is intended as a check of the frequency of the next class.
What is the point in the case of parental school for the cycle?
And if a child is not considered suitable for Class II, you can still will stop the examination of the class IV the following year?
And then some enlightened managers check the progress of the school family through interviews with parents, through interviews with the children ... requiring an examination only at the end of the cycle, the old fifth grade or eighth grade.
Then there are also those who would prefer that there was no institutional assessment (... unless it is then a choice or a boy's need to take the exam in eighth grade, as a private, at any time of his life) since the value of persons does not depend on their qualifications.
psychological and pedagogical theories that are the inspirations for these parents, argue that the timing of development and learning are individual ... and learned that things take so long to "settle". No need to "bombard" the children of concepts ... you get just the opposite effect, difficult to remember things they learned.
organization of the school family practice there are several models, some times set out to organize the school itself, others improvise, following the inspirations and interests of children ... Still others attend public school, because the concept of family-school, it seemed to understand that it is so large and diverse that does not end with the frequency or not the school's institutional ... but it is rather a way of being and living the relationship between parents and children.
and results?
Children are beautiful, their eyes very bright, fields concerned with life, have their self-confidence and excellent communication skills. All learn to read when they feel the need. They know so much about certain topics and a few others (as nature intended the human being ...).
And so do we leave this meeting with many questions about life ...
we feel deeply called to our responsibilities as human beings, parents and citizens.
Once again we have seen at first hand that the possibilities are many ... to stop criticizing the company in crisis, which often does not reflect the way we feel and see the world, and to really do something, to live a life that is truly in line with our thinking and what we feel in our hearts.
Some tips for those who want to learn more:
" The concept of" continuum "of Jean Liedloff
Unschooling theory on which the internet is a lot
" Your children need you " Gabor - Mate
