SBANDA…MENTI
Il risultato di decenni di riforme ideologizzate e surreali è “𝚌𝚑𝚎 𝚕𝚎 𝚖𝚊𝚍𝚛𝚒 𝚍𝚎𝚟𝚘𝚗𝚘 𝚒𝚗𝚜𝚎𝚐𝚗𝚊𝚛𝚎 𝚕𝚎 𝚝𝚊𝚋𝚎𝚕𝚕𝚒𝚗𝚎 𝚊𝚒 𝚏𝚒𝚐𝚕𝚒 (𝚌𝚒𝚘𝚎̀ 𝚒𝚜𝚝𝚛𝚞𝚒𝚛𝚕𝚒), 𝚖𝚎𝚗𝚝𝚛𝚎 𝚒 𝚙𝚛𝚎𝚜𝚒𝚍𝚒 𝚜𝚌𝚎𝚛𝚒𝚏𝚏𝚒 𝚟𝚊𝚗𝚗𝚘 𝚒𝚗 𝚌𝚎𝚛𝚌𝚊 𝚍𝚒 𝚌𝚘𝚘𝚙𝚎𝚛𝚊𝚝𝚒𝚟𝚎 𝚌𝚞𝚒 𝚊𝚏𝚏𝚒𝚍𝚊𝚛𝚎 𝚞𝚗𝚊 “𝚘𝚏𝚏𝚎𝚛𝚝𝚊 (𝚍𝚎)𝚏𝚘𝚛𝚖𝚊𝚝𝚒𝚟𝚊” 𝚠𝚘𝚔𝚎 𝚌𝚑𝚎 “𝚎𝚍𝚞𝚌𝚑𝚒” 𝚊 𝚝𝚞𝚝𝚝𝚘: 𝚍𝚊𝚕𝚕𝚊 “𝚊” 𝚍𝚒 𝚊𝚖𝚋𝚒𝚎𝚗𝚝𝚎 𝚊𝚕𝚕𝚊 “𝚣” 𝚍𝚒 𝚣𝚎𝚋𝚎𝚍𝚎𝚒.” Eppure la regola di fondo dovrebbe essere che “𝙻𝚊 𝚜𝚌𝚞𝚘𝚕𝚊 𝚍𝚎𝚟𝚎 𝚒𝚜𝚝𝚛𝚞𝚒𝚛𝚎, 𝚗𝚘𝚗 𝚎𝚍𝚞𝚌𝚊𝚛𝚎.
𝙻𝚊 𝚏𝚊𝚖𝚒𝚐𝚕𝚒𝚊 𝚍𝚎𝚟𝚎 𝚎𝚍𝚞𝚌𝚊𝚛𝚎, 𝚗𝚘𝚗 𝚒𝚜𝚝𝚛𝚞𝚒𝚛𝚎.” (Cit. Alberto Bagnai)
L’argomento è complesso e delicato all’unisono. Scriverne brevemente è impresa ardua, per questo riporto di seguito ampi stralci di un interessante intervento della giurista 𝐒𝐚𝐛𝐫𝐢𝐧𝐚 𝐅𝐫𝐞𝐳𝐳𝐚 condividendone i contenuti:
“𝙻𝚊 𝚌𝚊𝚗𝚎𝚊 𝚌𝚑𝚎 𝚜𝚒 𝚎̀ 𝚕𝚎𝚟𝚊𝚝𝚊 𝚍𝚘𝚙𝚘 𝚕’𝚞𝚕𝚝𝚒𝚖𝚊 𝚒𝚗𝚒𝚣𝚒𝚊𝚝𝚒𝚟𝚊 𝚍𝚎𝚕 𝚖𝚒𝚗𝚒𝚜𝚝𝚛𝚘 𝚅𝚊𝚕𝚍𝚒𝚝𝚊𝚛𝚊 𝚍𝚊̀ 𝚕𝚊 𝚙𝚎𝚛𝚌𝚎𝚣𝚒𝚘𝚗𝚎 𝚌𝚑𝚒𝚊𝚛𝚊 𝚍𝚒 𝚌𝚘𝚖𝚎 𝚜𝚒 𝚜𝚒𝚊 𝚙𝚎𝚛𝚍𝚞𝚝𝚊 𝚕𝚊 𝚌𝚘𝚗𝚜𝚊𝚙𝚎𝚟𝚘𝚕𝚎𝚣𝚣𝚊 𝚍𝚎𝚕 𝚌𝚘𝚖𝚙𝚒𝚝𝚘, 𝚒𝚗𝚜𝚘𝚜𝚝𝚒𝚝𝚞𝚒𝚋𝚒𝚕𝚎, 𝚌𝚑𝚎 𝚊𝚙𝚙𝚊𝚛𝚝𝚒𝚎𝚗𝚎 𝚊𝚕𝚕𝚊 𝚜𝚌𝚞𝚘𝚕𝚊. 𝙰 𝚌𝚘𝚖𝚒𝚗𝚌𝚒𝚊𝚛𝚎 𝚍𝚊 𝚌𝚑𝚒 𝚎̀ 𝚌𝚑𝚒𝚊𝚖𝚊𝚝𝚘 𝚊𝚍 𝚊𝚖𝚖𝚒𝚗𝚒𝚜𝚝𝚛𝚊𝚛𝚕𝚊 𝚍𝚊𝚕𝚕’𝚊𝚕𝚝𝚘 𝚍𝚎𝚕𝚕𝚊 𝚙𝚘𝚕𝚝𝚛𝚘𝚗𝚊 𝚖𝚒𝚗𝚒𝚜𝚝𝚎𝚛𝚒𝚊𝚕𝚎 (…) 𝙲𝚊𝚟𝚊𝚕𝚌𝚊𝚗𝚍𝚘 𝚞𝚗 𝚏𝚊𝚝𝚝𝚘 𝚍𝚒 𝚌𝚛𝚘𝚗𝚊𝚌𝚊 𝚗𝚎𝚛𝚊 𝚜𝚝𝚛𝚞𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚣𝚣𝚊𝚝𝚘 𝚊𝚕𝚕’𝚒𝚗𝚟𝚎𝚛𝚘𝚜𝚒𝚖𝚒𝚕𝚎 𝚙𝚎𝚛 𝚏𝚒𝚗𝚒 𝚙𝚘𝚕𝚒𝚝𝚒𝚌𝚘-𝚖𝚎𝚍𝚒𝚊𝚝𝚒𝚌𝚒, 𝚒𝚕 𝚖𝚒𝚗𝚒𝚜𝚝𝚛𝚘 «𝚌𝚘𝚖𝚙𝚎𝚝𝚎𝚗𝚝𝚎», 𝚌𝚑𝚎 𝚐𝚒𝚊̀ 𝚊𝚟𝚎𝚟𝚊 𝚍𝚒𝚖𝚘𝚜𝚝𝚛𝚊𝚝𝚘 𝚒𝚗 𝚟𝚊𝚛𝚒𝚎 𝚌𝚒𝚛𝚌𝚘𝚜𝚝𝚊𝚗𝚣𝚎 𝚕𝚊 𝚙𝚛𝚘𝚙𝚛𝚒𝚊 𝚜𝚝𝚘𝚏𝚏𝚊, 𝚎̀ 𝚛𝚒𝚞𝚜𝚌𝚒𝚝𝚘 𝚗𝚎𝚕𝚕’𝚒𝚖𝚙𝚛𝚎𝚜𝚊 𝚍𝚒 𝚊𝚗𝚍𝚊𝚛𝚎 𝚘𝚕𝚝𝚛𝚎 𝚘𝚐𝚗𝚒 𝚙𝚒𝚞̀ 𝚛𝚘𝚜𝚎𝚊 𝚊𝚜𝚙𝚎𝚝𝚝𝚊𝚝𝚒𝚟𝚊 𝚍𝚎𝚕𝚕𝚊 𝚜𝚒𝚗𝚒𝚜𝚝𝚛𝚊 𝚊𝚛𝚌𝚘𝚋𝚊𝚕𝚎𝚗𝚘: 𝚌𝚘𝚗 𝚖𝚊𝚗𝚘 𝚕𝚎𝚜𝚝𝚒𝚜𝚜𝚒𝚖𝚊 𝚑𝚊 𝚒𝚗𝚝𝚛𝚘𝚍𝚘𝚝𝚝𝚘 𝚗𝚎𝚕𝚕𝚎 𝚜𝚌𝚞𝚘𝚕𝚎 𝚍𝚒 𝚘𝚐𝚗𝚒 𝚘𝚛𝚍𝚒𝚗𝚎 𝚎 𝚐𝚛𝚊𝚍𝚘 𝚕’𝚎𝚍𝚞𝚌𝚊𝚣𝚒𝚘𝚗𝚎 𝚊𝚕 𝚙𝚎𝚗𝚜𝚒𝚎𝚛𝚘 𝚍𝚒 𝙶𝚒𝚗𝚘 𝙲𝚎𝚌𝚌𝚑𝚎𝚝𝚝𝚒𝚗 𝚒𝚗𝚜𝚒𝚎𝚖𝚎 𝚊𝚕𝚕’𝚎𝚍𝚞𝚌𝚊𝚣𝚒𝚘𝚗𝚎 𝚊𝚕𝚕𝚎 𝚛𝚎𝚕𝚊𝚣𝚒𝚘𝚗𝚒 – 𝚙𝚎𝚛 𝚍𝚒𝚛𝚎 «𝚋𝚊𝚜𝚝𝚊 𝚊𝚕𝚕𝚊 𝚌𝚞𝚕𝚝𝚞𝚛𝚊 𝚖𝚊𝚌𝚑𝚒𝚜𝚝𝚊 𝚎 𝚖𝚊𝚜𝚌𝚑𝚒𝚕𝚒𝚜𝚝𝚊 𝚌𝚑𝚎 𝚊𝚗𝚌𝚘𝚛𝚊 𝚒𝚗𝚚𝚞𝚒𝚗𝚊 𝚒𝚕 𝚗𝚘𝚜𝚝𝚛𝚘 𝙿𝚊𝚎𝚜𝚎» (𝚌𝚒𝚘𝚎̀ 𝚒𝚕 𝚐𝚎𝚗𝚍𝚎𝚛 𝚊𝚕 𝚚𝚞𝚊𝚍𝚛𝚊𝚝𝚘 𝚌𝚘𝚗 𝚝𝚎𝚜𝚝𝚒𝚖𝚘𝚗𝚒𝚊𝚕 𝚍𝚒 𝚎𝚌𝚌𝚎𝚣𝚒𝚘𝚗𝚎) – 𝚖𝚎𝚝𝚝𝚎𝚗𝚍𝚘𝚕𝚊 𝚜𝚘𝚝𝚝𝚘 𝚕𝚊 𝚊𝚌𝚌𝚘𝚛𝚝𝚊 𝚛𝚎𝚐𝚒𝚊 𝚍𝚒 𝚞𝚗𝚊 𝚜𝚒𝚐𝚗𝚘𝚛𝚊 𝚌𝚑𝚎 𝚍𝚒 𝚖𝚊𝚜𝚌𝚑𝚒 𝚜𝚎 𝚗𝚎 𝚒𝚗𝚝𝚎𝚗𝚍𝚎 𝚙𝚎𝚛𝚌𝚑𝚎́ 𝚑𝚊 𝚜𝚙𝚘𝚜𝚊𝚝𝚘 𝚞𝚗’𝚊𝚕𝚝𝚛𝚊 𝚍𝚘𝚗𝚗𝚊 𝚎 𝚌𝚑𝚎 𝚌𝚘𝚖𝚞𝚗𝚚𝚞𝚎 𝚎̀ 𝚌𝚘𝚊𝚍𝚒𝚞𝚟𝚊𝚝𝚊 𝚍𝚊 𝚞𝚗𝚊 𝚜𝚞𝚘𝚛𝚊 𝚎 𝚍𝚊 𝚞𝚗’𝚊𝚕𝚝𝚛𝚊 𝚜𝚒𝚐𝚗𝚘𝚛𝚊 𝚊 𝚌𝚊𝚜𝚘. 𝙸𝚕 𝚝𝚞𝚝𝚝𝚘, 𝚙𝚎𝚛 𝚕𝚊 𝚖𝚘𝚍𝚒𝚌𝚊 𝚌𝚒𝚏𝚛𝚊 𝚍𝚒 𝚚𝚞𝚒𝚗𝚍𝚒𝚌𝚒 𝚖𝚒𝚕𝚒𝚘𝚗𝚒 𝚍𝚒 𝚎𝚞𝚛𝚘.
𝙸𝚕 𝚙𝚊𝚌𝚌𝚑𝚎𝚝𝚝𝚘 𝚙𝚎𝚛𝚘̀ 𝚎𝚛𝚊 𝚝𝚊𝚕𝚖𝚎𝚗𝚝𝚎 𝚜𝚞𝚛𝚛𝚎𝚊𝚕𝚎 𝚌𝚑𝚎 𝚒𝚗 𝚖𝚘𝚕𝚝𝚒 𝚗𝚘𝚗 𝚕’𝚑𝚊𝚗𝚗𝚘 𝚙𝚛𝚎𝚜𝚊 𝚋𝚎𝚗𝚒𝚜𝚜𝚒𝚖𝚘 𝚎 𝚒𝚕 𝚖𝚊𝚕𝚌𝚊𝚙𝚒𝚝𝚊𝚝𝚘 𝚖𝚒𝚗𝚒𝚜𝚝𝚛𝚘 𝚎̀ 𝚜𝚝𝚊𝚝𝚘 𝚜𝚘𝚖𝚖𝚎𝚛𝚜𝚘 𝚍𝚊𝚒 𝚏𝚒𝚜𝚌𝚑𝚒. (…) 𝙽𝚘𝚗 𝚙𝚛𝚎𝚗𝚍𝚒𝚊𝚖𝚘𝚌𝚒 𝚒𝚗 𝚐𝚒𝚛𝚘, 𝚏𝚞𝚘𝚛𝚒 𝚍𝚊𝚕𝚕𝚊 𝚏𝚊𝚟𝚘𝚕𝚎𝚝𝚝𝚊 𝚛𝚊𝚌𝚌𝚘𝚗𝚝𝚊𝚝𝚊 𝚊 𝚏𝚊𝚟𝚘𝚛 𝚍𝚒 𝚙𝚎𝚗𝚗𝚒𝚟𝚎𝚗𝚍𝚘𝚕𝚘, 𝚜𝚊𝚙𝚙𝚒𝚊𝚖𝚘 𝚝𝚞𝚝𝚝𝚒, 𝚍𝚎𝚝𝚛𝚊𝚝𝚝𝚘𝚛𝚒 𝚎 𝚜𝚘𝚜𝚝𝚎𝚗𝚒𝚝𝚘𝚛𝚒, 𝚌𝚘𝚜𝚊 𝚒𝚕 𝚙𝚛𝚘𝚐𝚎𝚝𝚝𝚘 𝚙𝚘𝚛𝚝𝚎𝚛𝚊̀ 𝚗𝚎𝚕𝚕𝚎 𝚜𝚌𝚞𝚘𝚕𝚎 𝚎 𝚊𝚋𝚋𝚒𝚊𝚖𝚘 𝚙𝚞𝚛𝚎 𝚌𝚊𝚙𝚒𝚝𝚘, 𝚙𝚎𝚛 𝚊𝚟𝚎𝚛𝚗𝚎 𝚐𝚒𝚊̀ 𝚊𝚜𝚜𝚊𝚐𝚐𝚒𝚊𝚝𝚘 𝚕’𝚊𝚗𝚝𝚒𝚙𝚊𝚜𝚝𝚘 𝚒𝚗 𝚚𝚞𝚎𝚜𝚝𝚒 𝚐𝚒𝚘𝚛𝚗𝚒 𝚝𝚛𝚊𝚜𝚌𝚘𝚛𝚜𝚒 𝚍𝚒 𝚍𝚎𝚕𝚒𝚛𝚒𝚘 𝚘𝚛𝚐𝚊𝚗𝚒𝚣𝚣𝚊𝚝𝚘, 𝚌𝚑𝚎 𝚊𝚕𝚕𝚎 𝚛𝚊𝚐𝚊𝚣𝚣𝚎 𝚟𝚒𝚎𝚗𝚎 𝚒𝚗𝚌𝚞𝚕𝚌𝚊𝚝𝚊 𝚕𝚊 𝚍𝚒𝚏𝚏𝚒𝚍𝚎𝚗𝚣𝚊 𝚎 𝚒𝚕 𝚍𝚒𝚜𝚙𝚛𝚎𝚣𝚣𝚘 𝚙𝚎𝚛 𝚒 𝚖𝚊𝚜𝚌𝚑𝚒, 𝚊 𝚖𝚎𝚗𝚘 𝚌𝚑𝚎 𝚗𝚘𝚗 𝚜𝚒𝚊𝚗𝚘 𝚊𝚍𝚎𝚐𝚞𝚊𝚝𝚊𝚖𝚎𝚗𝚝𝚎 𝚜𝚟𝚒𝚛𝚒𝚕𝚒𝚣𝚣𝚊𝚝𝚒; 𝚊𝚒 𝚛𝚊𝚐𝚊𝚣𝚣𝚒 𝚟𝚒𝚎𝚗𝚎 𝚒𝚗𝚌𝚞𝚕𝚌𝚊𝚝𝚘 𝚞𝚗 𝚐𝚎𝚗𝚎𝚛𝚒𝚌𝚘 𝚜𝚎𝚗𝚜𝚘 𝚍𝚒 𝚌𝚘𝚕𝚙𝚊 𝚙𝚎𝚛 𝚕𝚊 𝚙𝚛𝚘𝚙𝚛𝚒𝚊 𝚜𝚝𝚎𝚜𝚜𝚊 𝚗𝚊𝚝𝚞𝚛𝚊, 𝚍𝚊 𝚎𝚖𝚎𝚗𝚍𝚊𝚛𝚎 𝚙𝚎𝚛 𝚙𝚛𝚒𝚗𝚌𝚒𝚙𝚒𝚘. 𝙻𝚎 𝚙𝚛𝚒𝚖𝚎 𝚜𝚒 𝚜𝚎𝚗𝚝𝚘𝚗𝚘 𝚕𝚎𝚐𝚒𝚝𝚝𝚒𝚖𝚊𝚝𝚎 𝚊 𝚍𝚒𝚟𝚎𝚗𝚝𝚊𝚛𝚎 𝚍𝚎𝚕𝚕𝚎 𝚎𝚛𝚒𝚗𝚗𝚒, 𝚒 𝚜𝚎𝚌𝚘𝚗𝚍𝚒 𝚘 𝚜𝚒 𝚛𝚊𝚜𝚜𝚎𝚐𝚗𝚊𝚗𝚘 𝚊𝚍 𝚊𝚍𝚎𝚛𝚒𝚛𝚎 𝚊𝚕𝚕𝚘 𝚜𝚝𝚊𝚝𝚞𝚜 𝚍𝚒 𝚎𝚞𝚗𝚞𝚌𝚘, 𝚘𝚙𝚙𝚞𝚛𝚎 𝚜𝚒 𝚌𝚑𝚒𝚞𝚍𝚘𝚗𝚘 𝚗𝚎𝚕 𝚕𝚘𝚛𝚘 𝚐𝚞𝚜𝚌𝚒𝚘, 𝚌𝚘𝚕 𝚛𝚒𝚜𝚌𝚑𝚒𝚘 𝚌𝚘𝚗𝚌𝚛𝚎𝚝𝚘 𝚌𝚑𝚎 𝚖𝚊𝚗𝚍𝚒𝚗𝚘 𝚝𝚞𝚝𝚝𝚒 𝚊 𝚏𝚊𝚛𝚜𝚒 𝚋𝚎𝚗𝚎𝚍𝚒𝚛𝚎.
(….) 𝙾𝚛𝚊, 𝚌𝚑𝚎 𝚕𝚊 𝚜𝚝𝚘𝚛𝚒𝚊 𝚜𝚒𝚊 𝚍𝚒 𝚙𝚎𝚛 𝚜𝚎́ 𝚎𝚜𝚒𝚕𝚊𝚛𝚊𝚗𝚝𝚎, 𝚗𝚘𝚗 𝚎̀ 𝚞𝚗𝚊 𝚋𝚞𝚘𝚗𝚊 𝚗𝚘𝚝𝚒𝚣𝚒𝚊, 𝚙𝚎𝚛𝚌𝚑𝚎́ 𝚍𝚒 𝚖𝚎𝚣𝚣𝚘 𝚌𝚒 𝚜𝚘𝚗𝚘 𝚒 𝚋𝚊𝚖𝚋𝚒𝚗𝚒 𝚎 𝚒 𝚛𝚊𝚐𝚊𝚣𝚣𝚒 𝚒𝚝𝚊𝚕𝚒𝚊𝚗𝚒. 𝙿𝚎𝚛𝚘̀, 𝚜𝚎 𝚗𝚘𝚗 𝚊𝚕𝚝𝚛𝚘, 𝚌𝚒 𝚍𝚒𝚖𝚘𝚜𝚝𝚛𝚊 𝚌𝚘𝚗 𝚍𝚒𝚜𝚎𝚐𝚗𝚒𝚗𝚒 𝚏𝚊𝚌𝚒𝚕𝚒 𝚏𝚊𝚌𝚒𝚕𝚒 𝚍𝚘𝚟𝚎 𝚙𝚘𝚛𝚝𝚒 𝚗𝚘𝚗 𝚜𝚘𝚕𝚘 𝚕𝚘 𝚜𝚗𝚊𝚝𝚞𝚛𝚊𝚖𝚎𝚗𝚝𝚘 𝚍𝚎𝚕𝚕𝚊 𝚜𝚌𝚞𝚘𝚕𝚊 𝚙𝚛𝚘𝚐𝚛𝚊𝚖𝚖𝚊𝚝𝚒𝚌𝚊𝚖𝚎𝚗𝚝𝚎 𝚙𝚎𝚛𝚜𝚎𝚐𝚞𝚒𝚝𝚘 𝚗𝚎𝚐𝚕𝚒 𝚞𝚕𝚝𝚒𝚖𝚒 𝚍𝚎𝚌𝚎𝚗𝚗𝚒, 𝚖𝚊 𝚙𝚒𝚞̀ 𝚊𝚗𝚌𝚘𝚛𝚊 𝚕’𝚘𝚋𝚕𝚒𝚘 𝚌𝚑𝚎 𝚎̀ 𝚌𝚊𝚕𝚊𝚝𝚘 𝚜𝚞𝚕𝚕𝚊 𝚜𝚞𝚊 𝚟𝚎𝚛𝚊 𝚏𝚞𝚗𝚣𝚒𝚘𝚗𝚎.
𝙰𝚕 𝚖𝚒𝚗𝚒𝚜𝚝𝚛𝚘 𝚍𝚘𝚟𝚛𝚎𝚋𝚋𝚎 𝚛𝚒𝚌𝚘𝚛𝚍𝚊𝚛𝚕𝚊 𝚒𝚕 𝚗𝚘𝚖𝚎 𝚍𝚎𝚕 𝚍𝚒𝚌𝚊𝚜𝚝𝚎𝚛𝚘 𝚍𝚒 𝚌𝚞𝚒 𝚎̀ 𝚙𝚛𝚘 𝚝𝚎𝚖𝚙𝚘𝚛𝚎 𝚒𝚕 𝚝𝚒𝚝𝚘𝚕𝚊𝚛𝚎: 𝚌𝚘𝚖𝚙𝚒𝚝𝚘 𝚎𝚜𝚌𝚕𝚞𝚜𝚒𝚟𝚘 𝚍𝚎𝚕𝚕𝚊 𝚜𝚌𝚞𝚘𝚕𝚊 𝚎̀ 𝚚𝚞𝚎𝚕𝚕𝚘 𝚍𝚒 𝚒𝚜𝚝𝚛𝚞𝚒𝚛𝚎. 𝙴̀ 𝚊𝚝𝚝𝚛𝚊𝚟𝚎𝚛𝚜𝚘 𝚕’𝚒𝚜𝚝𝚛𝚞𝚣𝚒𝚘𝚗𝚎, 𝚒𝚗𝚏𝚊𝚝𝚝𝚒, 𝚌𝚑𝚎 𝚕𝚊 𝚜𝚌𝚞𝚘𝚕𝚊 𝚒𝚗𝚍𝚒𝚛𝚎𝚝𝚝𝚊𝚖𝚎𝚗𝚝𝚎 𝚎𝚍𝚞𝚌𝚊, 𝚜𝚎𝚗𝚣𝚊 𝚒𝚗𝚝𝚊𝚌𝚌𝚊𝚛𝚎 𝚕𝚎 𝚙𝚛𝚎𝚛𝚘𝚐𝚊𝚝𝚒𝚟𝚎 (𝚎𝚍𝚞𝚌𝚊𝚣𝚒𝚘𝚗𝚎 𝚍𝚒𝚛𝚎𝚝𝚝𝚊) 𝚍𝚎𝚕𝚕𝚊 𝚏𝚊𝚖𝚒𝚐𝚕𝚒𝚊.(…) 𝙸𝚕 𝚖𝚒𝚗𝚒𝚜𝚝𝚛𝚘, 𝚍𝚞𝚗𝚚𝚞𝚎, 𝚊𝚟𝚛𝚎𝚋𝚋𝚎 𝚍𝚊𝚟𝚟𝚎𝚛𝚘 𝚖𝚘𝚕𝚝𝚘 𝚍𝚊 𝚏𝚊𝚛𝚎 𝚙𝚛𝚒𝚖𝚊 𝚍𝚒 𝚏𝚊𝚛𝚎 𝚌𝚒𝚘̀ 𝚌𝚑𝚎 𝚗𝚘𝚗 𝚍𝚘𝚟𝚛𝚎𝚋𝚋𝚎.
𝙶𝚕𝚒 𝚜𝚝𝚛𝚞𝚖𝚎𝚗𝚝𝚒 𝚌𝚑𝚎 𝚕𝚊 𝚜𝚌𝚞𝚘𝚕𝚊 𝚙𝚞𝚘̀ 𝚎 𝚍𝚎𝚟𝚎 𝚘𝚏𝚏𝚛𝚒𝚛𝚎 𝚜𝚘𝚗𝚘 𝚚𝚞𝚎𝚕𝚕𝚎 𝚌𝚘𝚗𝚘𝚜𝚌𝚎𝚗𝚣𝚎, 𝚍𝚞𝚛𝚎𝚟𝚘𝚕𝚒 𝚎 𝚞𝚗𝚒𝚟𝚎𝚛𝚜𝚊𝚕𝚒, 𝚌𝚑𝚎, 𝚊𝚟𝚎𝚗𝚍𝚘 𝚛𝚎𝚜𝚒𝚜𝚝𝚒𝚝𝚘 𝚊𝚕𝚕𝚊 𝚙𝚛𝚘𝚟𝚊 𝚍𝚎𝚕 𝚝𝚎𝚖𝚙𝚘, 𝚌𝚘𝚖𝚙𝚘𝚗𝚐𝚘𝚗𝚘 𝚞𝚗𝚊 𝚋𝚊𝚜𝚎 𝚌𝚞𝚕𝚝𝚞𝚛𝚊𝚕𝚎 𝚜𝚘𝚕𝚒𝚍𝚊, 𝚗𝚎𝚌𝚎𝚜𝚜𝚊𝚛𝚒𝚊 𝚊 𝚏𝚘𝚛𝚖𝚊𝚛𝚎 𝚖𝚎𝚗𝚝𝚒 𝚕𝚒𝚋𝚎𝚛𝚎 𝚎 𝚙𝚎𝚗𝚜𝚊𝚗𝚝𝚒, 𝚌𝚊𝚙𝚊𝚌𝚒 𝚍𝚒 𝚕𝚎𝚐𝚐𝚎𝚛𝚎 𝚌𝚛𝚒𝚝𝚒𝚌𝚊𝚖𝚎𝚗𝚝𝚎 𝚕𝚊 𝚛𝚎𝚊𝚕𝚝𝚊̀ 𝚍𝚎𝚕𝚕𝚎 𝚌𝚘𝚜𝚎 𝚊𝚝𝚝𝚛𝚊𝚟𝚎𝚛𝚜𝚘 𝚕𝚎 𝚜𝚞𝚎 𝚕𝚎𝚐𝚐𝚒 𝚎 𝚊𝚕 𝚛𝚒𝚙𝚊𝚛𝚘 𝚍𝚊𝚕𝚕𝚎 𝚖𝚒𝚜𝚝𝚒𝚏𝚒𝚌𝚊𝚣𝚒𝚘𝚗𝚒.
𝙸𝚗𝚜𝚎𝚐𝚞𝚒𝚛𝚎 𝚒 𝚏𝚎𝚗𝚘𝚖𝚎𝚗𝚒 𝚖𝚎𝚍𝚒𝚊𝚝𝚒𝚌𝚒 𝚎 𝚒 𝚏𝚕𝚞𝚜𝚜𝚒 𝚎𝚖𝚘𝚝𝚒𝚟𝚒, 𝚕𝚊𝚜𝚌𝚒𝚊𝚛𝚜𝚒 𝚝𝚛𝚊𝚜𝚙𝚘𝚛𝚝𝚊𝚛𝚎 𝚍𝚊𝚒 𝚟𝚎𝚗𝚝𝚒 𝚍𝚎𝚕𝚕𝚎 𝚖𝚘𝚍𝚎, 𝚏𝚊𝚛𝚎 𝚙𝚛𝚘𝚙𝚛𝚒 𝚐𝚕𝚒 𝚜𝚕𝚘𝚐𝚊𝚗 𝚌𝚘𝚛𝚛𝚒𝚟𝚒 𝚍𝚎𝚕𝚕𝚊 𝚙𝚛𝚘𝚙𝚊𝚐𝚊𝚗𝚍𝚊, 𝚛𝚎𝚌𝚕𝚞𝚝𝚊𝚛𝚎 𝚒𝚗𝚏𝚕𝚞𝚎𝚗𝚌𝚎𝚛 𝚎𝚍 𝚎𝚜𝚙𝚎𝚛𝚝𝚒 𝚊𝚜𝚜𝚘𝚛𝚝𝚒𝚝𝚒 (𝚊𝚕 𝚙𝚘𝚜𝚝𝚘 𝚍𝚎𝚒 𝚍𝚘𝚌𝚎𝚗𝚝𝚒 𝚌𝚑𝚎, 𝚜𝚝𝚞𝚍𝚒𝚘𝚜𝚒 𝚍𝚎𝚕𝚕𝚊 𝚙𝚛𝚘𝚙𝚛𝚒𝚊 𝚖𝚊𝚝𝚎𝚛𝚒𝚊, 𝚗𝚎 𝚜𝚊𝚙𝚙𝚒𝚊𝚗𝚘 𝚝𝚛𝚊𝚜𝚖𝚎𝚝𝚝𝚎𝚛𝚎 𝚕𝚊 𝚜𝚘𝚜𝚝𝚊𝚗𝚣𝚊 𝚎 𝚕’𝚊𝚖𝚘𝚛𝚎), 𝚗𝚞𝚕𝚕𝚊 𝚑𝚊 𝚊 𝚌𝚑𝚎 𝚟𝚎𝚍𝚎𝚛𝚎 𝚌𝚘𝚗 𝚒𝚕 𝚛𝚞𝚘𝚕𝚘 𝚍𝚎𝚕𝚕’𝚒𝚜𝚝𝚒𝚝𝚞𝚣𝚒𝚘𝚗𝚎. 𝙽𝚎 𝚕𝚎𝚍𝚎 𝚊𝚗𝚣𝚒, 𝚎 𝚒𝚛𝚛𝚒𝚖𝚎𝚍𝚒𝚊𝚋𝚒𝚕𝚖𝚎𝚗𝚝𝚎, 𝚒𝚕 𝚙𝚛𝚎𝚜𝚝𝚒𝚐𝚒𝚘 𝚎 𝚕’𝚊𝚞𝚝𝚘𝚛𝚎𝚟𝚘𝚕𝚎𝚣𝚣𝚊.
𝙿𝚊𝚛𝚒𝚖𝚎𝚗𝚝𝚒, 𝚒𝚖𝚙𝚘𝚛𝚛𝚎 𝚖𝚘𝚍𝚎𝚕𝚕𝚒 𝚍𝚒 𝚌𝚘𝚖𝚙𝚘𝚛𝚝𝚊𝚖𝚎𝚗𝚝𝚘 𝚎 𝚍𝚎𝚝𝚝𝚊𝚛𝚎 𝚒𝚖𝚙𝚎𝚛𝚊𝚝𝚒𝚟𝚒 𝚖𝚘𝚛𝚊𝚕𝚒 𝚊𝚝𝚝𝚛𝚊𝚟𝚎𝚛𝚜𝚘 «𝚎𝚍𝚞𝚌𝚊𝚣𝚒𝚘𝚗𝚒» 𝚒𝚍𝚎𝚘𝚕𝚘𝚐𝚒𝚌𝚊𝚖𝚎𝚗𝚝𝚎 𝚘𝚛𝚒𝚎𝚗𝚝𝚊𝚝𝚎 𝚌𝚘𝚛𝚛𝚘𝚖𝚙𝚎 𝚕’𝚎𝚜𝚜𝚎𝚗𝚣𝚊 𝚜𝚝𝚎𝚜𝚜𝚊 𝚍𝚎𝚕𝚕𝚊 𝚜𝚌𝚞𝚘𝚕𝚊 𝚙𝚎𝚛𝚌𝚑𝚎́ 𝚍𝚊 𝚞𝚗 𝚕𝚊𝚝𝚘 𝚕𝚎 𝚒𝚖𝚙𝚎𝚍𝚒𝚜𝚌𝚎 𝚍𝚒 𝚜𝚟𝚘𝚕𝚐𝚎𝚛𝚎 𝚋𝚎𝚗𝚎 𝚒𝚕 𝚙𝚛𝚘𝚙𝚛𝚒𝚘 𝚌𝚘𝚖𝚙𝚒𝚝𝚘 𝚌𝚞𝚕𝚝𝚞𝚛𝚊𝚕𝚎 𝚎 𝚜𝚌𝚒𝚎𝚗𝚝𝚒𝚏𝚒𝚌𝚘, 𝚊𝚋𝚋𝚊𝚗𝚍𝚘𝚗𝚊𝚗𝚍𝚘 𝚒 𝚐𝚒𝚘𝚟𝚊𝚗𝚒 𝚊𝚕𝚕’𝚒𝚐𝚗𝚘𝚛𝚊𝚗𝚣𝚊 𝚎 𝚊𝚕 𝚍𝚒𝚜𝚘𝚛𝚒𝚎𝚗𝚝𝚊𝚖𝚎𝚗𝚝𝚘 𝚎𝚜𝚒𝚜𝚝𝚎𝚗𝚣𝚒𝚊𝚕𝚎, 𝚍𝚊𝚕𝚕’𝚊𝚕𝚝𝚛𝚘 𝚕𝚊 𝚕𝚎𝚐𝚒𝚝𝚝𝚒𝚖𝚊 𝚊 𝚌𝚘𝚗𝚌𝚞𝚕𝚌𝚊𝚛𝚎 𝚕𝚊 𝚕𝚒𝚋𝚎𝚛𝚝𝚊̀ 𝚍𝚎𝚕𝚕’𝚊𝚕𝚞𝚗𝚗𝚘.
𝙴 𝚒𝚗 𝚚𝚞𝚎𝚜𝚝𝚘 𝚖𝚘𝚍𝚘 𝚕𝚎 𝚎̀ 𝚒𝚗𝚝𝚎𝚜𝚝𝚊𝚝𝚘 𝚞𝚗 𝚊𝚋𝚗𝚘𝚛𝚖𝚎 𝚙𝚘𝚝𝚎𝚛𝚎 𝚘𝚖𝚘𝚕𝚘𝚐𝚊𝚗𝚝𝚎, 𝚌𝚑𝚎 𝚎𝚟𝚘𝚌𝚊 𝚖𝚘𝚍𝚎𝚕𝚕𝚒 𝚍𝚒 𝚌𝚑𝚒𝚊𝚛𝚊 𝚖𝚊𝚝𝚛𝚒𝚌𝚎 𝚝𝚘𝚝𝚊𝚕𝚒𝚝𝚊𝚛𝚒𝚊.
𝚄𝚗𝚊 𝚜𝚌𝚞𝚘𝚕𝚊 𝚌𝚑𝚎 𝚝𝚘𝚛𝚗𝚊𝚜𝚜𝚎 𝚊 𝚎𝚜𝚜𝚎𝚛𝚎 𝚜𝚌𝚞𝚘𝚕𝚊 𝚎 𝚌𝚑𝚎, 𝚒𝚜𝚝𝚛𝚞𝚎𝚗𝚍𝚘 𝚊 𝚍𝚘𝚟𝚎𝚛𝚎 𝚕𝚎 𝚐𝚒𝚘𝚟𝚊𝚗𝚒 𝚐𝚎𝚗𝚎𝚛𝚊𝚣𝚒𝚘𝚗𝚒, 𝚘𝚗𝚘𝚛𝚊𝚜𝚜𝚎 𝚒𝚕 𝚙𝚛𝚒𝚖𝚘 𝚍𝚎𝚒 𝚜𝚞𝚘𝚒 𝚜𝚎𝚛𝚟𝚒𝚣𝚒 – 𝚘𝚟𝚟𝚎𝚛𝚘 𝚚𝚞𝚎𝚕𝚕𝚘 𝚍𝚒 𝚒𝚗𝚜𝚎𝚐𝚗𝚊𝚛𝚎 𝚎 𝚌𝚘𝚕𝚝𝚒𝚟𝚊𝚛𝚎 𝚒𝚕 𝚕𝚒𝚗𝚐𝚞𝚊𝚐𝚐𝚒𝚘 𝚊𝚏𝚏𝚒𝚗𝚌𝚑𝚎́ 𝚝𝚞𝚝𝚝𝚒 𝚜𝚒𝚊𝚗𝚘 𝚒𝚗 𝚐𝚛𝚊𝚍𝚘 𝚍𝚒 𝚎𝚜𝚙𝚛𝚒𝚖𝚎𝚛𝚜𝚒, 𝚍𝚒 𝚊𝚜𝚌𝚘𝚕𝚝𝚊𝚛𝚎 𝚎 𝚍𝚒 𝚌𝚘𝚖𝚙𝚛𝚎𝚗𝚍𝚎𝚛𝚎 𝚐𝚕𝚒 𝚊𝚕𝚝𝚛𝚒 – 𝚘𝚕𝚝𝚛𝚎 𝚊 𝚍𝚒𝚟𝚎𝚗𝚝𝚊𝚛𝚎 𝚟𝚒𝚟𝚊𝚒𝚘 𝚎 𝚙𝚊𝚕𝚎𝚜𝚝𝚛𝚊 𝚍𝚒 𝚕𝚒𝚋𝚎𝚛𝚝𝚊̀, 𝚍𝚊𝚛𝚎𝚋𝚋𝚎 𝚞𝚗 𝚌𝚘𝚗𝚝𝚛𝚒𝚋𝚞𝚝𝚘 𝚜𝚝𝚛𝚞𝚝𝚝𝚞𝚛𝚊𝚕𝚎 𝚒𝚗𝚜𝚘𝚜𝚝𝚒𝚝𝚞𝚒𝚋𝚒𝚕𝚎 𝚊 𝚌𝚘𝚗𝚝𝚛𝚊𝚜𝚝𝚊𝚛𝚎 𝚚𝚞𝚊𝚕𝚜𝚒𝚊𝚜𝚒 𝚏𝚘𝚛𝚖𝚊 𝚟𝚒𝚘𝚕𝚎𝚗𝚣𝚊. 𝙲𝚘𝚗𝚝𝚛𝚘 𝚌𝚑𝚒𝚞𝚗𝚚𝚞𝚎.”
Giorgio Bruzzone
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