FIRST WORKSHOP
Teaching
The complexity emerged in a discussion of teaching sull'autoriforma,
brought to light the multiplicity of possible articulations through which
imagine a restructuring of the teaching process, so to rethink how they can no longer subservient to the logic of the legislation introduced by the University of
3 +2. At the same time these differences and plurality
attest to both the inevitability of context re-articulation in these contexts,
as the general need for a radical rethink of training processes.
In fact, despite the differences revealed a clear and complete opposition to the model defined by the 3 +2
Italy. Is produced by the assembly is therefore a complex debate,
expression of the need to address different nodes of a discussion of design sull'autoriforma
that teaching should take account of a comparison of the joint meeting from which
could emphasize the desire to enter into a constitutional process and not to arrive at a final definition
and unique practices that daily when crossing the faculties and universities already
open spaces and re-appropriation decision.
From this point of view have emerged vertenziali points of convergence between different realities.
1) Abolition of the system as well as the 3 +2 system of credit. From this point of view
product is not a debate about the ways in which summed up to reach the goal.
2) Critical examination of the fragmentation and reparcelling proposals to encourage a critical and comprehensive knowledge
3) Claiming to equitable remuneration for work done in workshops and training courses: in any case must be guaranteed
optional of the same.
4) Critique of meritocracy and its application in Italy. There should be no poles of excellence
opposed to the rest of the university, the more so as self-appointed in the case of the acquis
. Secondly, there was a criticism of the metrics on squashed
productivity, and at the same time have offered new ways that privilege
upward appraisal and quality.
5) Abolition of access barriers and along the path of higher education.
blocks should be removed either as a system of exclusion from the right to education, both as filters
progressive social stratification.
6) Abolition of the frequency obligatory as a means of control over life and times of
study.
7) Revision of curricula towards a conquest of greater freedom of
their training.
8) The University of Southern Italy have placed the need for further reasons of nature
public university. The specificity of their territories with its emphasis on a massive
corruption.
The debate of the workshop was crossed by a common analysis: that of conceiving the process of self-reform
not as a coherent plan or legislative action, but as the
recovery room for direct decision by the students. This meant criticism
to student representation, the process of prioritization of university administration, and the need
autonomous organization of the conflict: the reappropriation of space (libraries, laboratories
, self-managed classrooms, etc.). and time, self-criticism and dissemination of knowledge.
addition to this we developed a structured and open debate on the proposal of self
: This is one of several practical experience
for inflation and the sabotage of the credit system.
The debate about how self-managed teaching was inspiring and to propose further
teaching participatory, and that in any case, an unstructured
hierarchical and vertical transmission of knowledge: as he has placed much emphasis on training, not as
accumulation of vague notions, but as the production of critical knowledge.
conclude by recalling the statement of method as opposed to continued struggles
given during these two days: cooperation stems from purposeful and non-ideological debate between the social reality they experience
independently conflict within the university.
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