Latest / Argoment / Argoment 29.10.2026 Osservatori cuintri de militarizazion di scuelis e universitâts

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Argoment 29.10.2026 Osservatori cuintri de militarizazion di scuelis e universitâts · Argoment

• 0:01
  Speaker 1: L'argomento di Vue. Parcure. Le redazioni giornalistiche.
• 0:30
  Speaker 2: Greetings to all the people listening to the Radio Onda Furlane.
• 0:34
  Speaker 2: We are in a very particular historical period, as it
• 0:37
  Speaker 2: has been since the beginning of the war. The war
• 0:40
  Speaker 2: in Ukraine is a very long time, but the conflicts
• 0:43
  Speaker 2: have been for many years. It is a period in
• 0:47
  Speaker 2: which the war and the arms are also very important.
• 0:49
  Speaker 2: The people who have been in the European Union are
• 0:52
  Speaker 2: in a very unprecedented context. Usadis, like Casson, fortunately, of Heinz,
• 0:59
  Speaker 2: did not seem to be concerned about this issue, but
• 1:02
  Speaker 2: still not in the first person. The society, therefore, is
• 1:06
  Speaker 2: a sign of this sort of conflict, of this contradiction,
• 1:10
  Speaker 2: since so many do not want to put into question
• 1:13
  Speaker 2: what has happened to anyone since a period of peace
• 1:16
  Speaker 2: between European countries, but since the problem arises in the
• 1:20
  Speaker 2: event of an attack. The topic of this talk is
• 1:24
  Speaker 2: based on the fact that, on the one hand, the
• 1:26
  Speaker 2: majority of public opinion is against the idea of combating
• 1:30
  Speaker 2: and pushing away from weapons. On the other hand, the
• 1:33
  Speaker 2: rhetoric that comes from the levels of political or industrial
• 1:38
  Speaker 2: powers is often belligerent. These are issues of great importance
• 1:43
  Speaker 2: and importance that we certainly do not resolve in our
• 1:45
  Speaker 2: radio broadcasts. We, however, are concentrating on a specific aspect
• 1:50
  Speaker 2: of the issue, namely the narration, the rhetorical, bellicistic, that
• 1:56
  Speaker 2: exists in your society and also in your schools. We
• 1:58
  Speaker 2: are listening, therefore, to a point of view, a particular work,
• 2:03
  Speaker 2: which comes from the Observatory Quintri de Militarizzazione des Scuelis
• 2:07
  Speaker 2: e des Universitas. I am connected to the telephone with us,
• 2:11
  Speaker 2: Luca Alberti Archetti, from the Observatory Quintri de Militarizzazione des
• 2:16
  Speaker 2: Scuelis e des Universitas, First of all, I greet you,
• 2:19
  Speaker 2: Mandi Luca.
• 2:20
  Speaker 1: Mandi.
• 2:21
  Speaker 2: I ask you, what is this observatory? Where did you
• 2:24
  Speaker 2: come from? What is the foundation of this observatory?
• 2:29
  Speaker 1: Let me say that I am relatively a new entry
• 2:33
  Speaker 1: into the observatory. I have been collaborating with the observatory
• 2:36
  Speaker 1: since December last year, from the inside. While before I
• 2:41
  Speaker 1: met him because we had organized a training in my city,
• 2:45
  Speaker 1: a teaching training, on the militarization of schools and on
• 2:50
  Speaker 1: other topics that we wanted to unite together on that day.
• 2:55
  Speaker 1: It was very, very interesting and I entered the observatory
• 2:59
  Speaker 1: because the people who were there, with whom I spoke,
• 3:01
  Speaker 1: who I had little known, had given me an excellent
• 3:04
  Speaker 1: impression on their abilities. And militarization, I say this because
• 3:09
  Speaker 1: the origin of the observatory is well connected to this example.
• 3:14
  Speaker 1: Militarization of schools and universities is a phenomenon that is
• 3:19
  Speaker 1: not a niche thing, as I thought in a naive
• 3:22
  Speaker 1: way at the beginning, but it is a key point
• 3:27
  Speaker 1: of the economic system and of the relations of production
• 3:31
  Speaker 1: and social relationships in which we live today.
• 3:35
  Speaker 2: So you say that militarization is a very present thing,
• 3:39
  Speaker 2: not a marginal thing?
• 3:41
  Speaker 1: Yes, and in particular the action of the militarization of
• 3:45
  Speaker 1: schools and universities. And the more we go on with
• 3:48
  Speaker 1: the times, the more we see it well, the more
• 3:50
  Speaker 1: we see that the militarization of schools and universities, now
• 3:53
  Speaker 1: I'll give you some examples so you can understand what
• 3:56
  Speaker 1: we're talking about, but the most classic one, which consists
• 3:59
  Speaker 1: of having understanding protocols of the Ministry of Education and Merit,
• 4:05
  Speaker 1: with the various departments of the Armed Forces and the Order,
• 4:09
  Speaker 1: to do what? To legitimize them to enter schools, to
• 4:13
  Speaker 1: hold civic education courses or on this line, of really
• 4:18
  Speaker 1: different topics, food education, gender violence. It is to be
• 4:23
  Speaker 1: kept in mind that these courses are made in a
• 4:25
  Speaker 1: way that the pedagogy on which they are based is norm,
• 4:30
  Speaker 1: infraction of the norm, and punishment. So, let's say, it's
• 4:35
  Speaker 1: not really free pedagogy or pedagogy based on the relationship
• 4:40
  Speaker 1: in which we teachers believe.
• 4:42
  Speaker 2: So, for militarization, you mean not only the army, the
• 4:48
  Speaker 2: armed forces, not only the carabinieri, which are in this
• 4:50
  Speaker 2: case the military, but also the police forces in general, right?
• 4:55
  Speaker 1: Yes, the police forces are the forces of order. but
• 4:58
  Speaker 1: we use the same term, militarization, to clarify. They enter
• 5:03
  Speaker 1: schools with this pedagogy that I have just described, thanks
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  Speaker 1: to a system, because if there are the protocols of
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  Speaker 1: the Ministry of Education and Merit, it is a system
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  Speaker 1: that favors this. We, as an observatory, say that it
• 5:15
  Speaker 1: is to be contrasted until it will stop and until
• 5:19
  Speaker 1: schools will be free from this ingenuity, from this penetration.
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  Speaker 1: from the pedagogical point of view, that we are not teaching,
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  Speaker 1: we are not educating ourselves if we rely on this technique.
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  Speaker 1: And the second is that the historical moment we are
• 5:36
  Speaker 1: in means that we are really fascinated by a symbol,
• 5:41
  Speaker 1: because then there is a lot of controversy when the
• 5:44
  Speaker 1: Special Reporter for the Occupied Territories of the UN is
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  Speaker 1: invited where you have to call the Israeli expert to
• 5:53
  Speaker 1: say what he thinks, but when they enter with the
• 5:56
  Speaker 1: monsters and the stars alone and make the brilliant in
• 5:59
  Speaker 1: front of a school, maybe from childhood, there is no contradiction.
• 6:02
  Speaker 1: And what I'm saying about the historical moment is that
• 6:05
  Speaker 1: being fascinated by boys, with respect to certain symbols, is
• 6:09
  Speaker 1: dangerous now, because if you act today, the form of
• 6:14
  Speaker 1: war has changed, there was a military drift, and there
• 6:19
  Speaker 1: is a real undisputed risk of being killed. This is
• 6:22
  Speaker 1: a classic example. Another example is the penetration of the
• 6:27
  Speaker 1: war industry. For example, the Leonardo Foundation, which organizes courses
• 6:31
  Speaker 1: on scientific matters, where a colleague of the Observatory did
• 6:42
  Speaker 1: this research, which will be presented on November 4th, the
• 6:46
  Speaker 1: morning after we talk about it, in which he shows
• 6:50
  Speaker 1: that the topics that are touched in the courses, which
• 6:55
  Speaker 1: is an online course, free and available for all teachers
• 6:59
  Speaker 1: who can show it in the classes to students, of course,
• 7:02
  Speaker 1: in which various themes, cyber security, aerospace, quantum physics, are
• 7:08
  Speaker 1: presented as avant-garde, but they are themes that serve to
• 7:12
  Speaker 1: train engineers or physicists who could then potentially be contracted
• 7:20
  Speaker 1: by Leonardo to produce weapons.
• 7:21
  Speaker 2: You stop, because Cicatudisis, Luvio Ding, Antiechi, in Friul, for example,
• 7:26
  Speaker 2: in Maniero Nevorevidente, I went to the Chiaf, to the Malignani,
• 7:31
  Speaker 2: and there was also an attempt, depending on the teachers,
• 7:35
  Speaker 2: to not have this type of collaboration. In reality, in
• 7:38
  Speaker 2: that case, I was in Tirocini's and Esperianci's company, right
• 7:43
  Speaker 2: with Leonardo. In that case, a group of teachers, the
• 7:46
  Speaker 2: CIRUT of Forte Indenante, was one of the firms, but
• 7:49
  Speaker 2: they did not have this type of collaboration, have been
• 7:53
  Speaker 2: presented as neutral, right? But, as you said, it is
• 7:56
  Speaker 2: not neutral to participate in initiatives that can end up there,
• 8:02
  Speaker 2: in the production of weapons and, perhaps, even in the
• 8:06
  Speaker 2: use of these weapons. And so, in short, I think
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  Speaker 2: it is important to review the question in a profound way.
• 8:13
  Speaker 2: There is something that many times is not neutral. But
• 8:18
  Speaker 2: let's go back to the observatory. I think you understand.
• 8:22
  Speaker 2: Who is part of this observatory?
• 8:24
  Speaker 1: Are they teachers?
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  Speaker 2: Are they young people? Are they revolutionaries? Are they people
• 8:29
  Speaker 2: from social centers? Are there types of people inside?
• 8:32
  Speaker 1: Yes, individual people that associations can join the observatory. Most
• 8:39
  Speaker 1: of the people are teachers in all of Italy. It's
• 8:42
  Speaker 1: a committee of purpose. is widespread all over Italy. We
• 8:47
  Speaker 1: have working groups and the good thing is that it's
• 8:51
  Speaker 1: very horizontal. And another thing I really like about the
• 8:54
  Speaker 1: observatory is that there is room to participate in many
• 8:58
  Speaker 1: different degrees. There is the teacher, the teacher who simply
• 9:02
  Speaker 1: exploits the vademecum, the emotions that we have prepared to
• 9:06
  Speaker 1: bring to the teaching staff, or reads the articles that
• 9:10
  Speaker 1: we publish, or sends us the notes, already a step further, right?
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  Speaker 1: And I also wanted to invite the listeners, if you
• 9:16
  Speaker 1: see a.
• 9:19
  Speaker 1: An event organized in your school in which armed forces enter, organize,
• 9:24
  Speaker 1: do things and you can send an email or write
• 9:27
  Speaker 1: it down and then we can contrast it together, we
• 9:30
  Speaker 1: can confront each other, pass you the Wademecum and then
• 9:34
  Speaker 1: organize a form of resistance. We have seen that when
• 9:39
  Speaker 1: you take a stand and you denounce that something is
• 9:44
  Speaker 1: wrong and you denounce it on a media level, for example,
• 9:48
  Speaker 1: then they take a step back because they have launched
• 9:51
  Speaker 1: a campaign called Campagna Simpatia and they talk about the
• 9:54
  Speaker 1: diffusion of the culture of defense. Their goal is to
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  Speaker 1: make sure that the population gets close, has an excellent impression,
• 10:02
  Speaker 1: gets emotionally close to the armed forces. And so, when
• 10:07
  Speaker 1: there are the tools and everything, there is Article 11,
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  Speaker 1: there are really a lot of formal reasons, even in
• 10:17
  Speaker 1: the law, to prevent this thing, And when it's done,
• 10:20
  Speaker 1: there are very good chances of really managing to block
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  Speaker 1: that attempt to militarize.
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  Speaker 2: Yes, so, Dijink, this observatory, as you said, has a
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  Speaker 2: horizontal structure, it is organized by the people of various
• 10:36
  Speaker 2: regions of the Italian state, And so, as an observatory,
• 10:40
  Speaker 2: you did a series of things. You said that you
• 10:42
  Speaker 2: organized only the reports, things that you will tell us later,
• 10:46
  Speaker 2: and you also created your website where you can find
• 10:50
  Speaker 2: this information. What is the website? osservatorionomilscuola.com If you look
• 10:58
  Speaker 2: at the reports, the initiatives of the observatory, it's also
• 11:01
  Speaker 2: a VadeMecum. Can you explain a little more about VadeMecum?
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  Speaker 1: It's a collection of emotions and documents that can be modified.
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  Speaker 1: There is one for parents, there are some for students,
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  Speaker 1: and there are others, especially for teachers, different for teachers,
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  Speaker 1: that allow to contrast or prevent the militarization of the school.
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  Speaker 1: The idea for teachers is to pass from the school
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  Speaker 1: body and if the school is not unanimously or mostly
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  Speaker 1: in agreement with preventing a certain militaristic celebration, However, the
• 11:40
  Speaker 1: single teacher or the minority of teachers of this opinion
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  Speaker 1: can take advantage of the minority option. In order to
• 11:48
  Speaker 1: do this, there is another motion, always in my favor. However,
• 11:51
  Speaker 1: there are different possibilities, such as the dissent of the
• 11:54
  Speaker 1: leaders and other things like that.
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  Speaker 2: Ok, so it's really a set of instructions to bring
• 12:00
  Speaker 2: forward the issues or to propose initiatives that are considered wrong, yes.
• 12:05
  Speaker 1: There is also another one, called Resisting Notes for the
• 12:09
  Speaker 1: Freedom of Teaching, or something like that. Anyway, you can
• 12:13
  Speaker 1: find them all on our page. This is the most
• 12:15
  Speaker 1: recent one, written with teachers for Gaza. Last year, at
• 12:21
  Speaker 1: the end of... When we saw that the school was
• 12:24
  Speaker 1: really a... It seemed like a front, because there were
• 12:28
  Speaker 1: a series of attacks that continued to come from whom?
• 12:30
  Speaker 1: From the Ministry of Education and Merit. In these notes
• 12:35
  Speaker 1: there are written how to talk, for example, about genocide
• 12:40
  Speaker 1: and Palestine, protecting themselves from the bureaucratic point of view,
• 12:45
  Speaker 1: because a lot is played on the narrative, on the narrative,
• 12:47
  Speaker 1: on the fear that induces self-censorship, on political intimidation. When instead,
• 12:54
  Speaker 1: thanks to the resistance that was fought during the Second
• 12:56
  Speaker 1: World War and the Constituent Assembly, thanks to what the
• 12:59
  Speaker 1: collectivity has learned and with the price he paid to
• 13:04
  Speaker 1: learn it during the Second World War, and not only that,
• 13:09
  Speaker 1: he also saw the effect that the school had had
• 13:13
  Speaker 1: during the fascist 20th century, so 20 years of indoctrination
• 13:16
  Speaker 1: through the school, they had made products. The Constituent Assembly
• 13:21
  Speaker 1: has inserted this Article 33, which is that of the
• 13:23
  Speaker 1: freedom of teaching. Having an article, a constitutional standard that
• 13:27
  Speaker 1: protects the freedom of teaching is a very precious thing.
• 13:32
  Speaker 1: And we base these notes a lot on this Article 33. So,
• 13:37
  Speaker 1: first of.
• 13:39
  Speaker 2: All, thank you, Luca, for this explanation. I would like
• 13:44
  Speaker 2: to contextualize in more ways what you said, because in
• 13:48
  Speaker 2: Friuli it happened that already in Daur he had made
• 13:52
  Speaker 2: a bit of noise, but not so much, what the
• 13:55
  Speaker 2: President of Confindustria from Altadriatica, Grusti, had said, which in
• 13:59
  Speaker 2: a way... had proposed to take advantage of the historical
• 14:04
  Speaker 2: moment and the fact that the market on the defense
• 14:08
  Speaker 2: in this historical moment was destined to grow in a
• 14:11
  Speaker 2: slow way also due to public investments in merit that
• 14:16
  Speaker 2: are important and therefore Confindustria in a candid way had
• 14:22
  Speaker 2: said that small and medium-sized companies could take advantage of
• 14:27
  Speaker 2: the presence even in this region of large companies, such
• 14:31
  Speaker 2: as Ponte Leonardo or Fincantieri, to develop products different from
• 14:37
  Speaker 2: the usual ones, that were maybe dual-use, that could be
• 14:39
  Speaker 2: used in civil or military use, something that, from an
• 14:43
  Speaker 2: economic point of view, has a certain sense, but that,
• 14:48
  Speaker 2: from an ethical point of view, has more than some thought,
• 14:51
  Speaker 2: and which, in part, is still relevant. After that, things
• 14:55
  Speaker 2: were a bit quiet at the media level, However, from
• 14:59
  Speaker 2: a practical point of view, this is an idea that
• 15:02
  Speaker 2: goes on and on. So much so that, after a
• 15:05
  Speaker 2: few months in Da'ur, simple industrial companies, in particular with
• 15:09
  Speaker 2: the metal-mechanical cluster, have taken initiatives to make dialogue between
• 15:14
  Speaker 2: their companies, to strengthen their production capacity, to get a
• 15:19
  Speaker 2: profit from this historical moment, the historical moment of VR.
• 15:24
  Speaker 2: I think it is very important that, as I said before,
• 15:28
  Speaker 2: venne di divio di chiste robe in maniere clare, parce
• 15:33
  Speaker 2: che si fevele in maniere, anche in un'evole così entusiaste,
• 15:38
  Speaker 2: di un momento storico, che al puo' si essi, che
• 15:41
  Speaker 2: al puo' spagliare in maniere significative, le imprese che a
• 15:45
  Speaker 2: Olsing sburtassero un po' più in là rispetto al solito,
• 15:48
  Speaker 2: magari sviluppando news, perché anche quei prodotti lì hanno potuto
• 15:52
  Speaker 2: iniziare a lavorare. E' anche vero che dal punto di
• 15:56
  Speaker 2: vista di opinioni pubbliche, Before I start talking about myself,
• 15:59
  Speaker 2: I want to talk about many pacifist initiatives. There have
• 16:04
  Speaker 2: been several marches in Friuli for peace, in the city
• 16:09
  Speaker 2: of Agurice, in Nova Gorizia, but also in other parts,
• 16:13
  Speaker 2: in Servignan and so on. And there are the shoppers
• 16:16
  Speaker 2: of the last period who, among the things that have
• 16:19
  Speaker 2: been said, if the property owners have a well-furnished, well-financed school,
• 16:26
  Speaker 2: to the military expenses. After the military expenses and the
• 16:31
  Speaker 2: army expenses, the Feast of the Armed Forces is approaching,
• 16:35
  Speaker 2: the Feast of the Armed Forces, which is on November 4th.
• 16:38
  Speaker 2: And it is a date that, for the observers, is important.
• 16:42
  Speaker 2: Have you seen such a day?
• 16:43
  Speaker 1: Why is it there? On November 4th, the National Unity
• 16:46
  Speaker 1: Day of the Armed Forces, for those who do not
• 16:48
  Speaker 1: know it and who are listening to us, is a
• 16:51
  Speaker 1: day that is a national holiday. They reinstituted it in 2024, recently,
• 16:58
  Speaker 1: but they said, go and work on it yourself, don't
• 17:01
  Speaker 1: stay at home. And why? The law is simple, the
• 17:05
  Speaker 1: first article says that they set up this day to celebrate,
• 17:09
  Speaker 1: they set up the day, it is not clear if
• 17:11
  Speaker 1: to celebrate the victory of a war fought by Italy
• 17:14
  Speaker 1: in an aggressive way that caused millions of deaths, or
• 17:24
  Speaker 1: to celebrate an idea of unhealthy and patriotic defence. However,
• 17:29
  Speaker 1: in both cases, the second article explicitly says that it
• 17:33
  Speaker 1: is a day in which the armed forces and the
• 17:36
  Speaker 1: forces of the order get to know each other in schools,
• 17:39
  Speaker 1: so they organize celebrations, even high flags or mini self-defence courses,
• 17:45
  Speaker 1: I don't know, but who has more or less? The
• 17:48
  Speaker 1: Observatory organizes this year, in the morning, together with the
• 17:53
  Speaker 1: European Forum for Knowledge and Other Realities, an online conference
• 17:59
  Speaker 1: for which the teachers and lecturers who do not want
• 18:03
  Speaker 1: to have to accompany their students to the initiative, to
• 18:08
  Speaker 1: the high flag of the shift, can apply for an
• 18:12
  Speaker 1: exemption for training, one of the five days of training
• 18:15
  Speaker 1: that we have. and participate in this online course. You
• 18:20
  Speaker 1: can find it on the website, what are the interventions
• 18:24
  Speaker 1: and everything. And then comes the mobilization part, for which
• 18:30
  Speaker 1: in the afternoon we made this appeal, we asked all
• 18:33
  Speaker 1: the Italian squares, all the realities that who know the
• 18:36
  Speaker 1: observatory or who are sensitive to the issue of organizing
• 18:39
  Speaker 1: a presidium or a banquet of firm collections of the
• 18:42
  Speaker 1: Campagna della Conoscenza Normarcia or any initiative they consider appropriate
• 18:47
  Speaker 1: for their territory to sensitize the population and contrast this day.
• 18:54
  Speaker 1: The title is Il 4 novembre non è la nostra festa.
• 18:59
  Speaker 2: All right, then I invite all those who are interested
• 19:03
  Speaker 2: to go there, to write about it online, to go
• 19:06
  Speaker 2: deeper if you want to join.
• 19:09
  Speaker 1: Listening to what you said before, referring to the normalization
• 19:13
  Speaker 1: of war and the role played by the war industry,
• 19:16
  Speaker 1: as an observatory we have a group of work that
• 19:20
  Speaker 1: does research on these issues. And the three main things
• 19:22
  Speaker 1: that we have found in the last few months are
• 19:27
  Speaker 1: are the concept of total defense, the concept of cognitive
• 19:33
  Speaker 1: war and the concept of the Israelization of society. These
• 19:37
  Speaker 1: are three key perspectives that I find really useful to
• 19:44
  Speaker 1: interpret what is happening today in Italy. Total defense I'll
• 19:50
  Speaker 1: make it short now, maybe if you're interested you can
• 19:53
  Speaker 1: go deeper another time. But the problem is that you
• 19:58
  Speaker 1: were talking about dual use, but the point is not
• 20:01
  Speaker 1: so much dual use, because we are going towards what
• 20:04
  Speaker 1: is an Israelization of society, so the division between military
• 20:09
  Speaker 1: and civilian, the distinction, no longer exists. So dual use
• 20:13
  Speaker 1: is based on existence. One thing can be dual only
• 20:17
  Speaker 1: if it can be both civil and military. But when
• 20:20
  Speaker 1: there is no distinction between civil and military, that is,
• 20:24
  Speaker 1: when a society is completely Israelized, this category is no
• 20:28
  Speaker 1: longer applied. So it doesn't make sense to fight against
• 20:32
  Speaker 1: dual use. Or rather, sorry, it doesn't make sense, but
• 20:37
  Speaker 1: there are difficulties. We have studied how the lever would
• 20:41
  Speaker 1: return in Europe and we expect it to return in Italy.
• 20:46
  Speaker 1: At this moment in Parliament, in the Foreign and Defense Commission,
• 20:52
  Speaker 1: the Senate is discussing the reform of the defense of
• 20:56
  Speaker 1: the Italian military instrument. The return of the lever, as
• 21:00
  Speaker 1: we have seen in the other European states, already foresees
• 21:03
  Speaker 1: the objection of conscience. understood as the objective of conscience
• 21:07
  Speaker 1: in the classical form with which it was obtained by
• 21:10
  Speaker 1: the fighting of the movement that led to the first law,
• 21:12
  Speaker 1: then there were also others, of 1972. They themselves grant you,
• 21:16
  Speaker 1: they themselves offer you the option of the civil service
• 21:19
  Speaker 1: instead of the military one, but why? Because the civil
• 21:22
  Speaker 1: service is also instrumental in the military sport. In the
• 21:25
  Speaker 1: context of total defence, a population for which both the
• 21:33
  Speaker 1: civilian and the military, or rather both the civilian and
• 21:37
  Speaker 1: the military mansion contribute to the military effort with the
• 21:40
  Speaker 1: same importance. So, to conclude, which links us a bit
• 21:44
  Speaker 1: to November 4th, which is the next important meeting we
• 21:47
  Speaker 1: have as an Observatory, the day of celebration of November
• 21:52
  Speaker 1: 4th in the National Unit of the Armed Forces already
• 21:54
  Speaker 1: existed since 1921. Then, however, it was suspended in 1977
• 22:03
  Speaker 1: After years of anti-militarist movement, it was contested in squares,
• 22:10
  Speaker 1: in schools, everywhere. And now we are again at the
• 22:14
  Speaker 1: point where we have the opportunity to boycott it again.
• 22:18
  Speaker 2: You did a good job, Triari, looking at this stuff,
• 22:21
  Speaker 2: because it often gives the impression that it can't be done.
• 22:25
  Speaker 2: It seems a bit like it's functional, the system and
• 22:28
  Speaker 2: the fact that it's preserved just as it is. And instead,
• 22:32
  Speaker 2: you have done well to remind us that if we
• 22:34
  Speaker 2: fight for a goal together, many times we reach that goal. Well, Luca,
• 22:40
  Speaker 2: you have said many interesting things. I invite you to
• 22:44
  Speaker 2: listen to them, which I want to do, to deepen them.
• 22:47
  Speaker 2: You can find them on the website of the Observatory
• 22:50
  Speaker 2: for the Militarization of Schools and Universities. And I invite
• 22:55
  Speaker 2: you all to listen to them. Ivo Iviars, anche per Viodi,
• 22:59
  Speaker 2: in maniera un po' più clara di ciò che succede
• 23:02
  Speaker 2: intorno a noi. Grazie dunque, Luca Alberti Archetti, ci sentiamo
• 23:06
  Speaker 2: le prossime volte.
• 23:08
  Speaker 1: Grazie a te, a tutti, a tutti.
• 23:09
  Speaker 2: Ciao, ciao.
• 23:10
  Speaker 1: Mandi. L'argomento di VE parcura le redazioni giornalistiche.