Como, letter from Nazario Sauro: 'We are not a package' (cross-border guide)

Context

In brief

• Municipal plan for the school network in 2027/2028
• Via Perti proposed for transfer to IC Como Lago
• Nazario Sauro moved to IC Como Borgovico in 2016
• Ilaria Flauto calls for a discussion on educational continuity

Key facts

• Who → Ilaria Flauto, teacher and vice-principal
• School → Nazario Sauro primary school, Via Tomaso Perti
• Destination → IC Como Lago
• References → points 4.4.4 and 4.4.5
• Resources → PNRR and PN 21-27
• Continuity → from ages three to fourteen

The disputed transfer

For the 2027/2028 school year, the Municipality of Como proposed a reorganization of the city's school network. The document, included in the debate on the reorganization sought by the administration of Mayor Alessandro Rapinese, indicates in points 4.4.4 and 4.4.5 the transfer of the Via Tomaso Perti school complex to IC Como Lago. The Nazario Sauro Primary School is located in the school complex, the school from which Ilaria Flauto's reflection originates.

Flauto writes in her dual capacity as a teacher at Nazario Sauro and as vice-principal and primary school coordinator for IC Como Borgovico. The assessment she submits to the editorial office is clear-cut: the choice, examined from a pedagogical and regulatory perspective, causes concern and dismay. In her reading, the issue concerns the way the school is viewed: not as a simple sum of numbers or as a school complex to be moved based on accounting or demographic needs, but as a community built over time.

Continuity as a criterion

The teacher refers to school legislation and the National Guidelines. The Comprehensive Institute, she explains, was created to ensure vertical teaching and educational continuity, from ages three to fourteen. A unified pathway should therefore bring together a cultural, methodological, and social identity rooted in the local area.

Nazario Sauro had already changed institutes in 2016, moving from IC Como Centro Città to IC Como Borgovico. Since then, according to the letter, the teachers' work has built a cohesive and integrated educational community. The phrase Flauto chose to describe this transfer is direct: «In these ten years, we have not been a postal package».

The letter recalls the teamwork and the use of national resources, citing PNRR and PN 21-27. The results mentioned include a shared horizontal and vertical curriculum, continuous teacher training, joint projects in music, sports, art, and language, as well as the design of educational spaces funded by the PNRR.

The consequences indicated

For Flauto, removing Nazario Sauro from IC Como Borgovico would change its identity, also because the institute is set to be renamed IC Como Nord Ovest and would lose its historic primary school in the city center. The letter also links the closure of Corridoni primary school and the transfer of its student population to IC Como Centro Città to the breaking of continuity with Raschi nursery school and Foscolo secondary school.

The final request is addressed to the institutions: a politely firm, open, and competent discussion, with teaching quality and the stability of students' educational pathways at the center.

Operational details

A practical reading of the reorganization

Flauto proposes a framework for reading the transfer. It is not enough to identify the receiving institution: the letter invites one to observe the ties built around the school complex and the support they provide to the students' educational path. The source focuses attention on four elements of the work carried out at IC Como Borgovico.

The shared curriculum connects the institute's primary schools with its nursery schools and lower secondary school. According to the teacher, continuous training has unified the educational language, inclusion strategies and planning documents. The letter presents these elements as parts of the same pedagogical mission, not as isolated initiatives.

The musical, sports, artistic and linguistic synergies add daily collaboration among teachers from the different school levels. The learning environments, designed with PNRR resources, are described as serving creativity and inclusion, within the institute's overall vision. The practical point is the connection between people, tools and spaces.

The criterion for evaluating the change

The consequence pointed out by the letter is therefore not simply a change of label. If the school complexes are treated as isolated and interchangeable entities, relationships, families' trust and the professional heritage accumulated by teachers are separated. According to Flauto, this weakens the very meaning of school planning and makes it more difficult to protect the stability of educational pathways.

The transition must be read within a complete network: primary, early childhood and secondary education, but also connections among teachers. The letter recalls the relationship with Raschi and Foscolo and describes the closure of Corridoni primary school, with the transfer of the school population to IC Como Centro Città, as a break in natural continuity.

For a cross-border commuter following the news from Como, the connection remains that of local school news: the source offers criteria for the quality of the service and educational stability. For other aspects of life between Italy and Switzerland, the guide on costo della vita Ticino vs Italia remains available.

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Key points

From reading to the institutional request

The letter addresses the institutions with a precise request: a politely firm, open and competent discussion, focused on teaching quality and the stability of the students' educational paths. From this request, a verification sequence consistent with the source's content can be derived.

A verification sequence

1. Start from the municipal document and read points 4.4.4 and 4.4.5, where IC Como Lago and IC Como Nord Ovest are mentioned, respectively. The first operational step is to isolate the proposal concerning the Via Perti school complex.

2. Reconstruct the history of affiliation: Nazario Sauro moved in 2016 from IC Como Centro Città to IC Como Borgovico. This fact makes it possible to take into account the work accumulated over the years indicated by the teacher.

3. Verify continuity between school levels. The letter asks that attention be paid to the connections between primary school, preschool and secondary school, including the links mentioned with Raschi and Foscolo.

4. Compare the transfer with the assets built up: shared curriculum, teacher training, music, sports, artistic and language projects, planning of spaces funded by the PNRR. These are the four areas that the teacher brings in support of her position.

5. Finally, bring the discussion to the criterion indicated in the letter: protecting teaching quality, the stability of educational paths, care, an overall vision and respect for the work carried out in the field. The request is not a judgment on the numbers, but an assessment of the educational project.

This sequence does not anticipate the outcome of the plan for 2027/2028. It keeps the facts separate from the position expressed: on the one hand, the municipal document and the planned change; on the other, the teacher's request for a pedagogical and regulatory examination. This is the most concrete way to follow the matter without turning the letter into something it does not say.

For other aspects of life between Italy and Switzerland, consult calcolatore fiscale, compare the exchange rate with comparatore CHF/EUR and learn more about costo della vita Ticino vs Italia.

Source: comozero.it