It runs the school year 2019/20, it is the year of covid 19, the year of the lockdown, of the quarantine: closed schools, interrupted class lessons, distance learning. But school is community, it is shared life, it is empathy, it is "contact". The "telematic school" cannot be the same thing.
How do you become a citizen of the world by being stuck at home? But a teacher cannot give up, he must go on despite the difficulties, the "anomalies" of the moment. Above all, a teacher must always find the way to motivate, a path that is also resilience and, at the same time, redemption: everyone has the right to grow, to mature, to become free, true, empathetic people.
Filled with these considerations, I decided to face the emergency situation, an extraordinary, unimaginable situation of an "exaggerated" difficulty, immense for the heart and mind. So it was that I thought to draw inspiration from Boccaccio and his Decameron to make my students a cheerful brigade, capable of resisting the really difficult moment with the power of creativity, of their own emotions. The notions can also be forgotten but one cannot fail to become people capable of moving as protagonists, interacting with nature, affections, men.
What could be more normal, then, than to tell the abnormality of the moment with clear eyes and heart, with a pen free to follow the tides of soul and heart? So every day a different theme to reflect on: #iorestoacasa, #lamovidasulbalcone # iorestoacasaleggere, # inonnipossonomorire, etc….
I read everything that was proposed to me and I was more and more positively surprised: the texts were "strong", original, spontaneous, they revealed a misunderstood inner world. Suddenly all commonplaces, prejudices on today's young people interested only in the ephemeral, in search of pleasure, of lightness here et nunc, fell away.
I was unleashed in compliments, perhaps exaggerated, to the point that someone among the most impertinent suspected (Giusy Marrazzo) that it was a side effect of the virus in a positive asymptomatic. Most were enthusiastic, almost incredulous, they thought they had discovered an innate and unknown vocation for writing.
Today there is a lot of talk about good teaching practices, about projects on projects with high-sounding names that allow us to glimpse the mirages of high education, in reality learning does not have standard formulas, it is made only of enthusiasm, empathy, love for knowledge. The duty for the duty, the duty that does not pass through the gratification and the pleasure is not the way to follow for success. A path free from superstructures, empathic, can, however, reserve unexpected surprises, discover worlds for which an input is enough to explode.
In a time of great difficulty, especially existential, when everything seemed superfluous and useless in the face of the meaning of life, in front of an unknown enemy who in a moment came to upset our lives, my challenge was to try a " third way ”compared to what appeared to be two directions of behavior, almost standard: on the one hand a quick and fleeting utilitarian learning by the students, on the other the need, to the bitter end, to continue to“ convey ”in the mind a series of notions / truths deemed essential for a dignified life project. In these difficult times the two directions were, in my opinion, doomed to fail: the first because of too many uncertainties, the second because imprisoned by too many certainties.
Hence the need to find a way of "salvation" from nihilism and sterile dogmatism to encourage an authentic reflection on being to life. The only way forward was the one in favor of thinking about man, the ego, the we, the individual and collective identity above each wall, barbed wire or ideological fault.
The time of covid-19, once suspended, was a magical time for concentration, it favored authentic and FREE reflection, the rebellion against the terrible norm of our society of "no thinking". A restriction increasingly accepted because it makes life easier and "restful", avoids a tiring tension to the neurons and the dangerous temptation to go against the current.
The children, thus, free from any restrictions, free to go, although aware that improvement is always in progress, expressed a spontaneous, creative, sometimes poetic writing, reflection of the experience of the self and the world. Nothing extraordinarily unique in terms of textual production but certainly a lot in terms of values.
At the end of this “little big” experience, I feel I have to thank also on behalf of all my students, MOONDO and the unique and “fascinating” opportunity it offered us.