The wave of protests in Italian schools continues. In Naples, the Gian Battista Vico classical high school was occupied by students in open opposition to the bill 1660, known as conduct bill, wanted by the Minister of Education and Merit, Giuseppe Valditara. The slogan of the mobilization is clear: “Let’s suspend bill 1660, let’s suspend Valditara!”.
The students denounce an increasingly repressive school climate, aggravated by the introduction of the decree that gives greater weight to disciplinary conduct in calculating school profit. According to the boys, this reform represents an authoritarian involution, in contrast with the statute of students.
“What we see around us is a worrying scenario,” the occupants explain. “The Conduct Bill is part of a policy that aims to discourage participation and dissent in schools, repressing those who dare to protest. This plan is part of a broader context, dominated by security logics that criminalize prisoners, migrants and activists.”
The students also targeted the security bill, which introduces new crimes and increases penalties for peaceful demonstrations. “The vagueness of the new regulations,” they report, “it creates a dangerous margin of arbitrariness that makes anyone easily prosecutable.”
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Criticisms of Minister Valditara
The controversy does not stop at bill 1660. Students recall the recent suspension of professor Christian Raimo, punished with three months of reduced salary for having expressed criticism of the minister. “The message is clear: to disagree is to be punished,” the boys say, “a warning directed not only to teachers, but also to students who dare to oppose it.”
According to Vico students, reforms such as the one on conduct do not address the real problems of the school, such as attacks on teachers or the social problems that fuel violence among young people. “The minister's repressive logic,” they underline, “it is the same as the decree Caivano: more police, less structural solutions. But security is not built with repression, but with education and social rights.”
The occupiers relaunch the need for a school that promotes critical thinking and accountability, rather than punishing with ineffective disciplinary tools. “The school,” they conclude, “it should be the place where you learn to take care of yourself, others and your territory. Repressing dissent does not create responsibility, but fuels frustration and hatred.”
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