There are two elements that are completely ignored in everyday debatesexual affective education in schools and conversely, in their absolute concreteness, which is very little ideological and very little abstract, is their central point: they are time and difference treatment.
Because time? Because while we postpone it so as not to upset the children, so as not to steal their innocence, so as not to direct them, there are other people who at the same time do it in our name and in our interests. complete lack of control.
On the one hand we tell schools: be careful, you need permission to talk about bodies, desires, emotionrelationships, consent, pornography, gender violence. But on the other hand, children experience all of this alone, online, without adults, without filters, without guidance. And when neither schools nor families can provide answers, who fills the void?
There technology. Artificial intelligence.
This is not a hypothesis: he said it Save the Children in its latest report. More and more teens are seeking help from chatbots and digital assistants to talk about anxiety, Embarrassedsexting, identity, toxic relationships, even hurt yourself. Why? Because there are those who listen, don’t judge, always respond. Because at school often no one talks about it. And many family members lacked equipment, language and courage.
And this is where the second element appears. Unequal treatment. If it is through a request for consent from the family, who are given the final say regarding their children’s emotional education, and the constant premise that it is not the school that interferes, it is the school. that’s up to the parents By deciding how and what a child or teenager should know about emotional and sexual problems, this automatically establishes that all people who do not have a family are able to care for them, provide adequate tools, understand the difficulties and great changes brought by the digital era, they will be left alone.
And a future that has a more conscious and developed emotional and sexual culture does not come from individual and individual luck, but from a collective project involving the entire society.
So the question is: do we really think that by prohibiting or making emotional education difficult in schools, we are protect our children? Or do we leave them alone in front of the only “adult voice” they find available 24 hours a day: an algorithm?
Across Europe, sex education is part of the school curriculum mustno permission required. Italy, on the other hand, hides behind these factors familyeffectively entrusting each boy’s chances to chance, and to the time factor, debating whether it was “too soon”, while the boys had already seen everything, had experienced everything, had asked for everything… but not for us.
If adults don’t talk about bodies, boundaries, affection, someone else will. And others, more frequently, are artificial intelligence.
The problem is not protecting children from words. This is to protect them from silence.
