An unusual lesson was held at a school in Madrid, dedicated to the history and consequences of ETA’s activities. The organizers presented it as an attempt to convey to young people the importance of remembering the tragic events associated with terrorism. However, the reaction to this project proved to be far from unanimous.
Immediately after the class was held at the ‘Nueva Castilla’ school in the Vallecas district, a heated debate broke out. Relatives of victims of terrorist attacks, representatives of opposition parties, and some historians voiced dissatisfaction with the way the lesson was organized. In their view, the organizers did not involve specialists with real experience working on the issue of terrorism, and the material itself was politicized and not always accurate from a historical standpoint.
The head of one of the largest associations of victims of terrorism, a lawyer by profession, emphasized that her organization and relevant government agencies have long been involved in educational work in schools. She believes that such initiatives require the support of professionals, not outside groups lacking sufficient experience. According to her, a number of educational institutions have already implemented special programs developed with input from experts and victims themselves.
A representative of another association also shared his opinion, noting that his organization was not even informed about this lesson. He also expressed doubts about the competence of the ‘Ego Non’ group, which was charged with implementing the project. In his view, many victims are willing to share their personal stories with students, but only after special training and without any political undertones.
Members of ‘Ego Non’ themselves claim that their goal is to counter the distortion of history and prevent the glorification of terrorists. However, some historians familiar with the lesson’s content point out factual errors and a lack of objectivity. They believe that such initiatives can lead to further division in society and harm the memory of the victims.
At the same time, some teachers and experts see positive aspects in the project. According to them, the participation of young people who have experienced the tragedy helps convey to their peers the importance of preserving historical memory. They believe that such lessons can prevent oblivion and indifference toward the past.
Politicians from various parties also weighed in. Some described the project as an attempt to use the issue of terrorism for political purposes and accused regional authorities of poor management in the education sector. In particular, representatives of socialist and leftist movements believe that such lessons could retraumatize victims and do not foster a respectful remembrance of the tragedy.
As a result, the debate over the ETA lesson in Madrid schools has spread far beyond a single educational institution. The discussion has touched on issues of historical truth, teaching ethics, and the state’s role in shaping collective memory. Some demand greater professionalism and sensitivity, while others fear politicization and distortion of facts. One thing is clear: the topic remains painful and calls for a special approach.
