Costruire ogni giorno. Il cambiamento reale accade nel tempo, non in un’ora

This interview (conducted by M. Faverzani, Mondo Padano, 26 June 2026, p. 3) addresses, from a pedagogical and assessment-theory perspective, three key issues in the current educational debate, all linked by the distinction between the certificative-procedural dimension and the educational substance of schooling. On the reform of the Maturità (the Italian upper-secondary State examination), formative assessment in everyday practice, rather than the final oral examination, is identified as the locus of real change, while the risk of teaching to the test is highlighted. On parental consent to affective and sexuality education (Law no. 1735/2026), the principles of subsidiarity and shared educational responsibility are invoked. On the demographic winter, three interpretive readings are articulated: marketisation, a "pedagogical spring" of differentiated instruction, and the cannibalisation of peripheral schools with widening territorial inequality.