The research aims to investigate the pandemic emergency effects on the right to education, with specific reference to schooling. The implementation of Distance Learning has produced short- and long-term effects on social fabric: a) social diversity (deriving from the family background); b) economic diversity (regarding the greater or lesser extent of students’ digital competence); c) infrastructural diversity (concerning the gap, even territorial, existing between schools, about which the concurrent jurisdiction State/Regions plays a key role). It is preliminarily necessary to explore the actual meaning of right to education: that is, if its fulfilment can consist in the adoption of actions abstractly able to guarantee the educational service provision, or, on the contrary, should be implemented tools aimed at overcoming obstacles faced by part of the population in using the service. The research will also analyse the right to education and right to health uneasy balance, also examining the relevant case-law concerning the school closures Regional orders. In this perspective, will be consider the school system as a social safety net, underling the negative externalities produced by Distance Learning on the weakest strata of the pupils population. Territorial diversity, typical of Italian scene, will be considered too: in some southern regions, infrastructural deficiencies make it necessary to use digital learning tools to guarantee right to health (e.g. because of crowded classrooms); but, at once, the same regions are often (ironically) characterized by a serious phenomenon of digital divide. That being stated, the aim of this research is to investigate how public administration has handled the emergency period and what should be the role of public policy in the near future. The ultimate research goal is the definition of the proper right to education constitutional framework, meant not only as inviolable right (art. 2 Italian Constitution), but also as subject of State specific tasks (art. 3 Italian Constitution): public institutions – even through a differentiated approach – are called to remove those (economic, social, territorial) obstacles which often make the school service only theoretically available.
: Il saggio indaga gli effetti dell’emergenza pandemica sull’esercizio del diritto all’istruzione con segnato riferimento all’istruzione scolastica. Oggetto specifico del lavoro è la valutazione degli effetti prodotti nel breve e lungo periodo dalla implementazione della Didattica a distanza (DAD) sul tessuto sociale, con riferimento ai seguenti profili: a) diversity di tipo sociale (condizionata dal contesto familiare); b) diversity di tipo economico (concernente il maggiore o minor grado di digitalizzazione dello studente); c) diversity infrastrutturale (relativa al divario, anche territoriale, esistente tra le diverse istituzioni scolastiche, al cui riguardo appare centrale la questione relativa alle competenze concorrenti Stato-Regione). Preliminare è il tema relativo alla corretta declinazione del diritto all’istruzione, ovvero se la sua concreta attuazione possa ritenersi soddisfatta dalla mera previsione di misure astrattamente idonee a garantire l’erogazione del servizio in costanza di misure restrittive alla libera circolazione, senza una contestuale predisposizione degli strumenti necessari ad ovviare alle difficoltà incontrate da una parte della popolazione nella fruizione in concreto del servizio. Ulteriore analisi preliminare investe il tema del difficile bilanciamento tra diritto allo studio e diritto alla salute: in tale prospettiva viene analizzata la giurisprudenza relativa alle ordinanze regionali di chiusura delle scuole. La riflessione si sposta conseguentemente sul ruolo della scuola quale “ammortizzatore sociale” e sulle esternalità negative della DAD sulla fascia debole della popolazione scolastica. Non meno rilevanti i profili di diversity generati dalle differenze territoriali che contraddistinguono l’ordinamento italiano: in alcune regioni, in particolare del Meridione, le carenze di infrastrutture, da un lato, rendono necessario attingere alle risorse digitali per la tutela della salute (classi pollaio), dall’altro, paradossalmente, si caratterizzano spesso per una grave incidenza del digital divide. Alla luce del quadro delineato, il lavoro indaga il ruolo della p.a. e degli strumenti di policy adottati nell’emergenza e da adottare a regime, in una prospettiva volta ad inquadrare il diritto allo studio non solo come diritto inviolabile (art. 2 Cost.), ma anche come oggetto di specifici doveri inderogabili della Repubblica italiana (art. 3 Cost.), chiamata – anche attraverso un approccio flessibile e differenziato – a rimuovere i gap (economici, sociali, territoriali) ancora esistenti e che rendono spesso solo astrattamente fruibile il servizio di istruzione scolastica.
Diritto all'istruzione e social diversity in Italia nel periodo pandemico
Marco Calabrò
;
2022
Abstract
The research aims to investigate the pandemic emergency effects on the right to education, with specific reference to schooling. The implementation of Distance Learning has produced short- and long-term effects on social fabric: a) social diversity (deriving from the family background); b) economic diversity (regarding the greater or lesser extent of students’ digital competence); c) infrastructural diversity (concerning the gap, even territorial, existing between schools, about which the concurrent jurisdiction State/Regions plays a key role). It is preliminarily necessary to explore the actual meaning of right to education: that is, if its fulfilment can consist in the adoption of actions abstractly able to guarantee the educational service provision, or, on the contrary, should be implemented tools aimed at overcoming obstacles faced by part of the population in using the service. The research will also analyse the right to education and right to health uneasy balance, also examining the relevant case-law concerning the school closures Regional orders. In this perspective, will be consider the school system as a social safety net, underling the negative externalities produced by Distance Learning on the weakest strata of the pupils population. Territorial diversity, typical of Italian scene, will be considered too: in some southern regions, infrastructural deficiencies make it necessary to use digital learning tools to guarantee right to health (e.g. because of crowded classrooms); but, at once, the same regions are often (ironically) characterized by a serious phenomenon of digital divide. That being stated, the aim of this research is to investigate how public administration has handled the emergency period and what should be the role of public policy in the near future. The ultimate research goal is the definition of the proper right to education constitutional framework, meant not only as inviolable right (art. 2 Italian Constitution), but also as subject of State specific tasks (art. 3 Italian Constitution): public institutions – even through a differentiated approach – are called to remove those (economic, social, territorial) obstacles which often make the school service only theoretically available.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.