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La Scuola Per L'impero

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La Scuola Per L'impero UNIVERSITÀ DEGLI STUDI DI PISA DIPARTIMENTO DI SCIENZA DELLA POLITICA DOTTORATO IN “STORIA, ISTITUZIONI E RELAZIONI INTERNAZIONALI DEI PAESI EXTRAEUROPEI” TESI DI DOTTORATO LA SCUOLA PER L’IMPERO POLITICHE EDUCATIVE PER GLI ARABI DI LIBIA IN EPOCA FASCISTA (1922-1940) Candidata Relatore Francesca Di Pasquale prof. Salvatore Bono Anno inizio corso: 2003 INDICE RINGRAZIAMENTI ..............................................................................................................3 AVVERTENZE ED ELENCO DELLE ABBREVIAZIONI ADOTTATE NEL TESTO...........................5 INTRODUZIONE ..................................................................................................................6 1. DALLA «PENETRAZIONE PACIFICA» ALLA «CONQUISTA MORALE»: LE POLITICHE EDUCATIVE DELL’ITALIA IN LIBIA DALL’OTTOCENTO AL FASCISMO ...............................17 1.1 L’attività educativa della missione francescana e la penetrazione culturale italiana (1810-1911)...................................................................................................17 1.2 L’occupazione italiana e la formulazione di una politica scolastica coloniale (1911-1919) ................................................................................................................31 1.3 La scuola per gli arabi durante la politica di «collaborazione» (1919-1922) ....43 1.4 La politica educativa fra governo ‘liberale’ e governo fascista (1922-1927) .....46 1.5 La ‘fascistizzazione’ della scuola per gli arabi (1928-1933)...............................52 1.6 La politica islamica del regime e il governatorato di Italo Balbo .......................63 2. LA SCUOLA ELEMENTARE PER GLI ARABI.....................................................................79 2.1 L’istruzione elementare, base della scuola ‘indigena’.........................................79 2.2 I programmi didattici e i libri di testo..................................................................93 2.3 La sanità a scuola...............................................................................................106 3. OLTRE LA SCUOLA ELEMENTARE: L’ISTRUZIONE PROFESSIONALE E LE SCUOLE CATTOLICHE ..................................................................................................................114 3.1 La formazione professionale in Libia durante il fascismo .................................114 3.1.1 La Scuola di arti e mestieri di Tripoli ..............................................................117 3.1.2 La Scuola industriale di Bengasi......................................................................132 3.1.3 L’istruzione agraria..........................................................................................138 3.2 I libici nelle scuole cattoliche della colonia.......................................................142 4. «UN SUDDITO ALL’ITALIA E UN CONTADINO ALLA TERRA»: L’OPERA DEGLI INSEGNANTI IN LIBIA .........................................................................................................................152 4.1 Gli insegnanti in colonia: una categoria in crisi ...............................................152 4.2 Clara Testa a Beni Ulid: le vicende di una maestra inesperta ..........................158 4.3 Uno squadrista nel deserto cirenaico: la testimonianza dell’insegnante Guglielmo Corrado Bensi.........................................................................................162 4.4 Tra fascismo e modernizzazione culturale: la scuola ‘indigena’ secondo il maestro Francesco Titta...........................................................................................171 5. ISTRUZIONE ED EDUCAZIONE AL TEMPO DI BALBO (1934-1940) ...............................178 5.1 L’ampliamento della struttura educativa fascista per gli arabo-libici ..............178 5.2 L’istruzione femminile e la Scuola convitto allieve sanitarie musulmane .........182 5.3 La Gioventù araba del littorio............................................................................188 5.4 La Scuola superiore di studi islamici .................................................................196 CONCLUSIONI ................................................................................................................216 1 APPENDICI .....................................................................................................................222 A. I MUSULMANI NELLE SCUOLE DEI LASALLIANI (1912-1940) .....................................223 1a. Andamento della frequenza di alunni musulmani nella scuola del Vicariato dei Fratelli delle scuole cristiane di Tripoli (1912-1939)...............................................223 2a. Andamento della frequenza di alunni musulmani (serie 1) rispetto agli alunni totali presenti nella scuola del Vicariato dei Fratelli delle scuole cristiane di Tripoli (1912-1940) ..............................................................................................................224 B. LO STATO SANITARIO DEGLI ALUNNI ARABI ..............................................................225 1b. Percentuali delle malattie riscontrate nella popolazione scolastica di Tripoli (1929-1930) ..............................................................................................................226 2b. Prospetto sullo stato sanitario degli alunni di 7 scuole di Tripoli (1932-1933) 227 3b. Prospetto sullo stato sanitario degli alunni arabi di 4 scuole di Tripoli (1933- 1934).........................................................................................................................228 C. I LIBICI E LA SCUOLA SUPERIORE DI STUDI ISLAMICI .................................................229 1c. Gli alunni della SSI al primo anno di attività.....................................................229 2c. Gli alunni ad al-Azhar nel 1937 .........................................................................230 D. FOTOGRAFIE .............................................................................................................232 1d. Gli istituti scolastici............................................................................................232 1d1. La Scuola di Arti e Mestieri...............................................................................233 1d2. La Scuola “Roma” ............................................................................................234 1d3. La Scuola elementare araba di Zuara...............................................................235 2d. La GAL a Roma ..................................................................................................236 3d. Documenti...........................................................................................................237 3d1. La lettera di el-Anesi, amministratore dei beni awqāf per la Cirenaica, sulla SSI ...................................................................................................................................237 3d2. La pagella dello studente Abdurrazaghi Mohammed Gula...............................240 2d3. Una pagina di un quaderno di geografia............................................................241 FONTI E BIBLIOGRAFIA...................................................................................................242 FONTI ARCHIVISTICHE ...............................................................................................242 FONTI A STAMPA........................................................................................................255 BIBLIOGRAFIA ...........................................................................................................259 2 RINGRAZIAMENTI Indipendentemente dai risultati ottenuti, questo lavoro deve molto alle numerose persone che mi hanno aiutato nella ricerca, nella stesura e nell’impostazione della tesi. Desidero ringraziare il prof. Vittorio Salvadorini, presidente del corso di dottorato in “Storia, istituzioni e relazioni internazionali dei paesi extraeuropei” dell’Università di Pisa, e con lui il prof. Maurizio Vernassa, co-tutor della mia tesi e la commissione di dottorato tutta per avere accolto il mio progetto di ricerca e per i numerosi e preziosi consigli che mi hanno fornito nel corso dei tre anni del dottorato. Un ringraziamento particolare devo al prof. Salvatore Bono, co-tutor di questa tesi, mia ‘guida’ scientifica dai tempi della tesi di laurea, nonché paziente lettore di tutti i miei lavori. Devo molto anche alla prof.ssa Anna Baldinetti, che ha seguito questa ricerca fin dall’inizio, fornendomi il primo orientamento, e, in seguito, continui e numerosi consigli e indicazioni. A partire dal 2000 ho avuto la fortuna di confrontarmi con diversi studiosi libici. Ringrazio anzitutto il prof. Mohammed T. Jerary, direttore del Libyan Studies Centre di Tripoli, per aver sostenuto la mia ricerca, in particolar modo durante la mia permanenza a Tripoli. Allo stesso modo sono debitrice nei confronti del prof. Salaheddin H. Sury, consigliere scientifico dello stesso centro, con il quale ho avuto modo diverse volte di avere fruttuosi scambi di opinioni. Ringrazio inoltre il prof. Gianluigi Rossi, vice-direttore dell’Istituto italiano per l’Africa e l’Oriente, per il fondamentale sostegno fornitomi negli studi di storia della Libia, fin da quando, nel 2001, mi ha accolto fra gli studiosi del Programma di ricerca storica sulle relazioni italo-libiche, diretto congiuntamente dallo stesso prof. Rossi e dal prof. Jerary. Per le prime indicazioni sulle organizzazioni giovanili fasciste per gli arabi di Libia, sono debitrice
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