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Negazionismo Della Shoah: Uso Pubblico Della Storia E Proposte Didattiche

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Negazionismo Della Shoah: Uso Pubblico Della Storia E Proposte Didattiche Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari Corso di Laurea Magistrale in Filologia Moderna Tesi di Laurea Classe LM-14 Negazionismo della Shoah: uso pubblico della storia e proposte didattiche Relatore Prof.Walter Panciera Correlatore Laureanda Prof. Andrea Savio Anno Accademico 2019 / 2020 Elena Sofia Salvemini n° matr. 1158127/ LMFIM Sommario Università degli Studi di Padova ................................................................................ 1 Corso di Laurea Magistrale in .................................................................................... 1 Filologia Moderna .................................................................................................... 1 Classe LM-14 ............................................................................................................ 1 n° matr. 1158127/ LMFIM ................................................................................................1 Negazionismo della Shoah: uso pubblico della storia e proposte didattiche ........................1 Introduzione ............................................................................................................ 1 Capitolo I .................................................................................................................. 4 Un quadro del fenomeno .......................................................................................... 4 1.1 Negazionisti ...............................................................................................................4 1.2. Negazionismi ............................................................................................................6 1.2.1 Il dopoguerra e il primo negazionismo francese ......................................................... 6 1.2.2. Il negazionismo anglo-americano e l’Institute for Historical Review ......................... 9 1.2.3 Il caso Faurisson e il negazionismo tecnico ............................................................... 10 1.2.4. Zündel e il rapporto Leuchter ................................................................................... 12 1.2.5. Il negazionismo Italiano ............................................................................................ 13 1.2.6. Il negazionismo nei paesi arabo-musulmani e il negazionismo come discorso di stato: il caso dell’Iran .......................................................................................................... 15 1.3. Considerazioni ........................................................................................................ 22 Capitolo II ............................................................................................................... 23 Il problema dell’uso pubblico della Storia e i nuovi orizzonti del negazionismo nel web ........................................................................................................................ 23 2.1. Il problema della libertà di parola ............................................................................ 23 2.1.2. Cosa è andato storto? ............................................................................................... 27 2.2. Uso pubblico della storia ......................................................................................... 28 2.3. Negazionismo e web ............................................................................................... 30 2.3.1 Tempi e metodi dei negazionisti ‘connessi’ ............................................................... 33 2.3.2. ‘Simpatie’ .................................................................................................................. 35 2.4. Qui e ora ................................................................................................................. 37 Capitolo III .............................................................................................................. 39 Basi filosofiche e storico-culturali di didattica della Shoah ...................................... 39 3.1. La lezione di Adorno .......................................................................................... 39 3.2. Storia e memoria ............................................................................................... 43 3.3. Abusi di memoria e memorie collettive .............................................................. 46 3.4. Didattica della Shoah in Italia: un quadro storico-istituzionale con riferimenti ai contenuti dei manuali delle scuole superiori................................................................... 47 3.4.1. La ‘svolta’ degli anni Zero .................................................................................. 54 Capitolo IV ............................................................................................................. 57 Prospettive e proposte didattiche ........................................................................... 57 4.1. Integrare storia e memoria ................................................................................ 57 4.2. La prospettiva genealogica ................................................................................. 59 4.3. Le Linee guida Nazionali «Per una didattica della Shoah a scuola», una disamina critica 59 4.4. «Survivors’ kit»: Una valigia al Quirinale, disamina del progetto vincitore del concorso I giovani ricordano la Shoah del 2017 .............................................................. 62 4.4.1. Analisi ................................................................................................................ 63 4.4.2. Commento ........................................................................................................ 73 4.4.3. Esempio di Uda ................................................................................................. 76 Introduzione Questo progetto nasce da un’urgenza: secondo il “Rapporto Italia 2020” dell’Eurispes1 nel 2020 gli italiani che pensano che la Shoah, ossia il piano di sterminio sistematico e organizzato del popolo ebraico durante la Seconda Guerra mondiale, non sia mai avvenuta, sono il 15,6%. Quelli che pensano che ne andrebbe ridimensionata la portata sono il 16,1%. Sono numeri fortemente in aumento se si guarda l’ultimo rilevamento del 2004 che vedeva i negazionisti solo al 2,7%. Una crescita eclatante dunque che non è però circoscritta alla nostra nazione: il 12 ottobre 2020 Mark Zuckerberg co- fondatore, presidente e amministratore delegato di Facebook ha dichiarato che la piattaforma social oscurerà ogni contenuto che neghi o proponga una visione distorta dell’Olocausto.2 Dal post emerge un sensibile cambio di rotta rispetto alla politica precedente che, in virtù del principio della libertà di espressione, non agiva in merito alla negazione della Shoah. Questa inversione, anzi questa “evoluzione” di pensiero, sarebbe consequenziale a studi che dimostrano la crescita esponenziale della violenza anti-semitica negli ultimi anni in America; secondo il sondaggio citato da Monika Bickert, vice presidente della politica su contenuti di Facebook, negli Stati Uniti quasi un quarto delle persone di età compresa tra i 18 e i 39 anni ha affermato di credere che l'Olocausto sia un mito, che sia stato esagerato o di non esserne sicuri3. Dati allarmanti dunque che non possono essere ignorati o minimizzati. Nello stesso intervento Zuckerberg dichiara che gli utenti che cercheranno la parola Olocausto su Facebook verranno ora indirizzati a siti autorevoli che potranno fornire informazioni accurate. Una soluzione ovvia e tardiva ma dai toni rincuoranti; lo stesso Yad Vashem, l’ente nazionale per la memoria della Shoah a Gerusalemme lo ha definito “un passo significativo nella giusta direzione”4. Ora però bisogna avanzare, bisogna mutare atteggiamento nei confronti questo genere di fenomeni. Per citare Deborah Lipstadt: Dobbiamo passare all'offensiva, non stare sulla difensiva. Quando qualcuno afferma qualcosa di oltraggioso, anche se dovesse avere una delle più alte cariche del paese, o anche del mondo - dobbiamo dir loro: "Dov'è la prova? Dov'è la dimostrazione?" Dobbiamo fare loro pressione. Non dobbiamo gestirlo come se le bugie fossero uguali ai fatti. […] La verità e i fatti sono sotto attacco. Il lavoro che abbiamo davanti, il compito che abbiamo davanti, la sfida avanti a noi è grande. Il tempo per lottare è breve. Dobbiamo agire ora. Più tardi sarebbe troppo tardi.5 Agire innanzitutto, insistendo sul fatto che i luoghi deputati a trattare e a diffondere questi argomenti debbano essere quelli della cultura, non i sensazionalistici canali 1 https://eurispes.eu/news/eurispes-risultati-del-rapporto-italia-2020/ 2 https://www.facebook.com/zuck/posts/10112455086578451 3 https://about.fb.com/news/2020/10/removing-holocaust-denial-content/ 4 https://www.yadvashem.org/press-release/12-october-2020-16-45.html 5https://www.ted.com/talks/deborah_lipstadt_behind_the_lies_of_holocaust_denial/transcript?language=i t#t-810352 1 mediatici per i quali il bisogno di visibilità è sotteso al senso di responsabilità riguardo ai messaggi che si veicolano. Non propongo un arroccamento nella torre d’avorio degli storici addetti ai lavori (per quanto, in una personale Utopia, è solo dagli storici e con il metodo storico che certi fatti andrebbero vulgati), l’urgenza riguarda invece la discussione circa un corretto uso pubblico della storia. Per ‘luoghi della cultura’ intendo innanzitutto quelli atti alla formazione dei più giovani, quindi scuola e università.
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