The National Federation of High School Teachers (now the National Federation of Teachers) was founded in 1902 by Joseph Kirner and Gaetano Salvemini unifying the various associations active then. Its objectives were the enhancement of the role and position of teachers, distribution and support of the popular school, the protection of the prerogatives of state school (of all and for all), the preservation of culture and values \u200b\u200bof secularism. Loose in the Fascist period, the Federation was reconstituted in 1946 salveminiana maintaining a position metapolitical "of" party school ". He has always fought against any form of public funding of private schools, against the teaching of religion in school and during school hours. He supported the unification of the school, the introduction of the governing bodies, the organizational, managerial and teaching schools. Consistent with the secularism and pluralism have always advocated in school and in society, FNISM a position on various current issues, more or less directly affect the schools, often in conjunction with other professional associations. "What we think of "is the column that stores documents, comments and statements of the association. "The echo of the new school," the quarterly FNISM, is proposed on-line in his capacity as a printed book. In the last issue, the President of the Federation, Gigliola Corduas, inspired by the outcry over a video that documented a violent treatment of children by teachers of a kindergarten, to deplore, of course, the incident and develop thinking the difficulty of the teaching profession is not only not so much in terms of teaching, because, especially in terms of relationships with pupils and their families. The questions that arise from necessarily relate to Training of teachers: why offer tools to reward merit of a few without addressing the merits of the formation of all? Not "know enough to know how to teach their subject: the complexity of educational problems in today's society that teachers have to face requires a redefinition of the professional profile of the base that touches many dimensions (pedagogical, sociological, relational, methodological ..) involved from the relationship, often very difficult, with students and families. The government's proposal of "sugar", individual and individualism, merit and career for some, not addressing the general problem that threatens to bring to old principles of correction authoritarian, teacher-missionary animated by religious ideals, but not professionally capable of solving the difficulties that are delegated by their families. Then forcefully an organic project, scientifically and culturally based, with adequate financial resources and good prospects that open for the future.
"Italian language as a means to integration" is the title of a conference in which, even with the contribution of various cultural institutions, were examined for possible changes in methods and tools of the "Dante Alighieri", changes necessary to continue , as appropriate to the current needs of a country of high immigration, the valuable work of spreading the knowledge of Italian culture and language.
"The difficult relationship between school and religion" is highlighted in a broad and comment on the decision in 7076 of 27/7/2009 with the TAR of Lazio has established the illegality of private college credit only to those who had followed the 'teaching of the Catholic religion, claims brought by an order of the Minister Fioroni state exams in the 2007 / 8. Accepting an appeal against the order presented by various secular and religious organizations was justified in holding the religious choice of a strictly personal so do not amenable to evaluation of school-type also allocation of credit would be highly discriminatory as it was impossible, in public schools, to ensure equal to other religions or non credenti.Tre FNISM complete motions of the speech: in "A subject like few" (Oct. 09) will emphasize the many grounds of an educational, political, cultural, social, economic (cuts and the consequent impossibility of hours alternatives), pedagogical (the calculation of the conveniences of the students) that lead to the denial of voting and awarding credits to the teaching of religion .
"Now the Islamic religion in school? No, thank you. "(Nov. 09) The proposal, yet another provocation, it is absolutely be rejected. And 'that the school should provide information on the major religions, but it is absurd to think of separating students according to their religious beliefs, especially in the presence of an increasing number of races and creeds. At the school the task of encouraging the formation of cultural background, families that religious indoctrination.
"Among the symbols and values." Report of a position in favor of the ruling of the Federation of the European Court in Strasbourg against the presence of crucifixes in classrooms, the presence in stark contrast with the freedom accorded to parents of any democracy, to educate their children in the chosen form of religion. In the wake of comments that followed the European ruling "Echo" contests, with considerable polemic "The reason for the Lawrence World crucified" appeared in "La Stampa" (8 Nov). Claudio Magris and those stated by the Corriere della Sera "(7 Nov).. In support of a secular point of view on the issue is fully quoted "Symbols of faith. The crucifix on, "article by Emilio Gentile," Il Sole 24 ore "(8 Nov). That complaint, with examples from history and custom, the frequently distorted, often blasphemous heretic if not, use the Christian symbol.
Other articles on problems of teaching (mathematics, astronomy, history ..) and topical (The secondary school of the precarious workers, immigration, multi-ethnic society ..) or school experiences further enrich the cultural climate in which it moves without betraying the FNISM, renewing itself, its origins.
http://www.fnism.it/
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