{"id":434,"date":"2018-09-25T21:54:48","date_gmt":"2018-09-25T21:54:48","guid":{"rendered":"https:\/\/diarieducacio.cat\/aprenentatgeservei\/?p=434"},"modified":"2018-09-25T21:54:48","modified_gmt":"2018-09-25T21:54:48","slug":"el-curriculum-ocult-i-les-minories-a-lescola","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/aprenentatgeservei\/2018\/09\/25\/el-curriculum-ocult-i-les-minories-a-lescola\/","title":{"rendered":"El &#8216;curr\u00edculum ocult&#8217; i les minories a l&#8217;escola"},"content":{"rendered":"<p>Els experts defineixen el <em>curr\u00edculum<\/em> com \u201cel conjunt d\u2019experi\u00e8ncies, impl\u00edcites i expl\u00edcites, que constitueixen les viv\u00e8ncies dels i les alumnes en els centres\u201d. L\u2019escola \u00e9s una cru\u00eflla on es troben cultures diverses i en la qual el coneixement \u00e9s \u201cmediador entre la cultura escolar i l\u2019experi\u00e8ncia dels alumnes\u201d (Xavier Lluch). Els aprenentatges es realitzen a partir de referents culturals i es projecten en contextos culturals diversos. La diversitat cultural, present a l\u2019escola, pot facilitar l\u2019aprenentatge social de tot l\u2019alumnat si \u00e9s viscuda com un fet natural. Cal, per\u00f2, acceptar la complexitat que comporta i estar disposats a fer processos col\u00b7lectius d\u2019adaptaci\u00f3 m\u00fatua i de canvi, de vegades gens f\u00e0cils.<\/p>\n<p>Ser <em>diferent<\/em>\u00a0no t\u00e9 per qu\u00e8 significar afegir noves dificultats a les que ja t\u00e9 l\u2019alumnat de minories \u00e8tniques a l\u2019escola. L\u2019escola no \u00e9s una instituci\u00f3 per \u201cassimilar\u201d les minories culturals sin\u00f3 per <em>acollir a tothom<\/em> en condicions d\u2019igualtat, per a facilitar aprenentatges significatius, rellevants i personalitzats, des de la pr\u00e0ctica real a les aules, sense voluntat d\u2019uniformitzar als que s\u00f3n diferents, estimulant l\u2019autonomia personal de l\u2019alumnat i educant per a viure en societats plurals, diverses i multiculturals.<\/p>\n<p>Tanmateix, l\u2019escola ha tendit molt sovint a homogene\u00eftzar culturalment l\u2019alumnat, ha amagat o deixat de promocionar les difer\u00e8ncies culturals: les de les nacionalitats hist\u00f2riques en els estats compostos o plurinacionals, les de les minories \u00e8tniques, les de les lleng\u00fces parlades en territoris compartits, en ares d\u2019un nacionalisme dominant i en detriment de les lleng\u00fces i les cultures dominades. En aquests contextos,\u00a0 la vida i la cultura de les minories acostuma a quedar silenciada i <em>oculta<\/em>. Alguns autors parlen d\u2019un <em>curr\u00edculum ocult<\/em>, que no transmet informaci\u00f3 sobre les caracter\u00edstiques \u00e8tniques i culturals a les aules, ni les contempla, de fet, en la formaci\u00f3 del professorat. \u00c9s com si estiguessin estigmatitzades: cultures negades, veus silenciades, hist\u00f2ries i minories absents, molt sovint, dels llibres de text i dels materials did\u00e0ctics (Jurjo Torres). A la fi, s\u2019acaben perdent per l\u2019educaci\u00f3 sabers prove\u00efdors d\u2019interpretacions sobre la vida i la comprensi\u00f3 del sentit i la significaci\u00f3 d\u2019all\u00f2 que \u00e9s quotidi\u00e0 (del \u201cm\u00f3n de la vida real\u201d).<\/p>\n<p>La idea de l\u2019escola inclusiva afirma el dret a la difer\u00e8ncia, a ser educat sense difer\u00e8ncies, al reconeixement del dret a una educaci\u00f3 igual per tothom, tamb\u00e9 pels discapacitats i els <em>diferents<\/em>. La pregunta a fer-nos \u00e9s com ha de ser un <em>curr\u00edculum inclusiu<\/em>, un curr\u00edculum que no exclogui les minories ni els <em>altres<\/em>\u00a0i que no trivialitzi la riquesa de la diversitat cultural present als centres. Sens dubte seria, un curr\u00edculum obert i flexible, que an\u00e9s <em>m\u00e9s enll\u00e0<\/em> de la de la incorporaci\u00f3 \u201cd\u2019unitats did\u00e0ctiques\u201d en temes i treballs d\u2019assignatures; de \u201csetmanes culturals\u201d i celebracions de \u201cDies Internacionals de&#8230;\u201d; que arrib\u00e9s a transformar el curr\u00edculum, diversificant continguts i tractant-los de manera interdisciplin\u00e0ria, anant m\u00e9s enll\u00e0 dels marcs de les assignatures tradicionals, per exemple mitjan\u00e7ant projectes.<\/p>\n<p>La <em>tasca fonamenta<\/em>l a fer \u00e9s la creaci\u00f3 de bones relacions interpersonals a l\u2019aula, entre l\u2019alumnat i amb el professorat; crear climes de respecte, d\u2019acceptaci\u00f3 m\u00fatua i de confian\u00e7a; potenciant l\u2019assoliment de les compet\u00e8ncies comunicatives i socials. Tamb\u00e9 diversificant l\u2019organitzaci\u00f3 del temps i l\u2019espai de l\u2019aula; programant activitats avaluables amb la participaci\u00f3 dels diversos agents que hi intervinguin. En definitiva, cal crear marcs idonis d\u2019acci\u00f3 que facin possibles \u201cprocessos nous d\u2019an\u00e0lisi i reconstrucci\u00f3 del coneixement\u201d, en expressi\u00f3 de Xavier Lluch.<\/p>\n<p>S\u2019imposa superar visions academicistes, centrades en la instrucci\u00f3, la disciplina i l\u2019esfor\u00e7 sense motivaci\u00f3 ni entusiasme, de tall tant i tant conservador. Hem d\u2019anar cap a visions m\u00e9s cr\u00edtiques, m\u00e9s centrades en la pr\u00e0ctica a l\u2019aula, a partir de l\u2019alumnat, adre\u00e7ada sobretot a la \u201cformaci\u00f3 del car\u00e0cter\u201d, a la construcci\u00f3 de projectes personals de vida, i a l\u2019educaci\u00f3 dels infants i joves des de la perspectiva d\u2019una ciutadania activa i compromesa. Es tracta de formar persones respectuoses, democr\u00e0tiques i solid\u00e0ries, capaces de conviure i treballar amb tota mena de conciutadans.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>L\u2019escola ha tendit molt sovint a homogene\u00eftzar culturalment l\u2019alumnat, ha amagat o deixat de promocionar les difer\u00e8ncies culturals. La pregunta a fer-nos \u00e9s com ha de ser un curr\u00edculum inclusiu, un curr\u00edculum que no exclogui les minories ni els altres\u00a0i que no trivialitzi la riquesa de la diversitat cultural present als centres.<\/p>\n","protected":false},"author":100,"featured_media":437,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"tipo":[],"class_list":{"0":"post-434","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-general"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>El &#039;curr\u00edculum ocult&#039; i les minories a l&#039;escola - Aps i educaci\u00f3 en valors<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/diarieducacio.cat\/aprenentatgeservei\/2018\/09\/25\/el-curriculum-ocult-i-les-minories-a-lescola\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"El &#039;curr\u00edculum ocult&#039; i les minories a l&#039;escola - Aps i educaci\u00f3 en valors\" \/>\n<meta property=\"og:description\" content=\"L\u2019escola ha tendit molt sovint a homogene\u00eftzar culturalment l\u2019alumnat, ha amagat o deixat de promocionar les difer\u00e8ncies culturals. La pregunta a fer-nos \u00e9s com ha de ser un curr\u00edculum inclusiu, un curr\u00edculum que no exclogui les minories ni els altres\u00a0i que no trivialitzi la riquesa de la diversitat cultural present als centres.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/diarieducacio.cat\/aprenentatgeservei\/2018\/09\/25\/el-curriculum-ocult-i-les-minories-a-lescola\/\" \/>\n<meta property=\"og:site_name\" content=\"Aps i educaci\u00f3 en valors\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/diarieducacio\/\" \/>\n<meta property=\"article:published_time\" content=\"2018-09-25T21:54:48+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/diarieducacio.cat\/aprenentatgeservei\/wp-content\/uploads\/sites\/22\/2018\/09\/iStock-915461558.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"2121\" \/>\n\t<meta property=\"og:image:height\" content=\"1414\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Salvador Carrasco Calvo\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@&#039;@CatalunyaPlural\" \/>\n<meta name=\"twitter:site\" content=\"@DiariEducacio\" \/>\n<meta name=\"twitter:label1\" content=\"Escrit per\" \/>\n\t<meta name=\"twitter:data1\" content=\"Salvador Carrasco Calvo\" \/>\n\t<meta name=\"twitter:label2\" content=\"Temps estimat de lectura\" \/>\n\t<meta name=\"twitter:data2\" content=\"4 minuts\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/diarieducacio.cat\\\/aprenentatgeservei\\\/2018\\\/09\\\/25\\\/el-curriculum-ocult-i-les-minories-a-lescola\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/diarieducacio.cat\\\/aprenentatgeservei\\\/2018\\\/09\\\/25\\\/el-curriculum-ocult-i-les-minories-a-lescola\\\/\"},\"author\":{\"name\":\"Salvador Carrasco Calvo\",\"@id\":\"https:\\\/\\\/diarieducacio.cat\\\/aprenentatgeservei\\\/#\\\/schema\\\/person\\\/4726e6f1764d1e51aaa81b801273612f\"},\"headline\":\"El &#8216;curr\u00edculum ocult&#8217; 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