{"id":2245,"date":"2020-07-16T17:18:36","date_gmt":"2020-07-16T17:18:36","guid":{"rendered":"https:\/\/diarieducacio.cat\/educaciolocal\/?p=2245"},"modified":"2024-08-08T10:52:36","modified_gmt":"2024-08-08T08:52:36","slug":"la-funcio-educativa-de-les-families-davant-el-nou-curs-i-sempre","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/educaciolocal\/2020\/07\/16\/la-funcio-educativa-de-les-families-davant-el-nou-curs-i-sempre\/","title":{"rendered":"La funci\u00f3 educativa de les fam\u00edlies davant del nou curs i sempre"},"content":{"rendered":"
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iStock<\/figcaption><\/figure>\n

Aquesta dispersi\u00f3 i manca de criteris educatius adults b\u00e0sics ha afavorit actituds i conductes infantils i adolescents que, sovint, responen m\u00e9s a una demanda d\u2019atenci\u00f3 i seguretat que a un enfrontament cap al m\u00f3n adult. La situaci\u00f3 ha afavorit\u00a0 que, des de les institucions educatives i socials, es focalitzi en la fam\u00edlia, les causes d\u2019aquest desconcert.<\/p>\n

En ser, la fam\u00edlia, un grup complex i divers no t\u00e9 poder de reacci\u00f3 coordinada ni col\u00b7legiada i va rebent atribucions, judicis de valor superficials i estereotipats majorit\u00e0riament, inapropiats i discriminatoris recolzats amb esl\u00f2gans des d\u2019un punt de vista esbiaixat, etnoc\u00e8ntric i classista. El focus es relaciona en \u00a0la bona resposta educativa, b\u00e0sicament, a les exig\u00e8ncies escolars: \u201cles fam\u00edlies que venen a les reunions s\u00f3n les que no ho necessiten\u201d, \u201cles fam\u00edlies vulnerables s\u00f3n les que haurien de venir perqu\u00e8 no tenen recursos per educar\u201d fent un discurs \u00fanic i compacta entre educaci\u00f3 i\u00a0 aprenentatge acad\u00e8mic i traspassant unes obligacions a les fam\u00edlies\u00a0 que no els corresponen minant la seva autoimatge i autoestima. Ens hem preguntat qu\u00e8 i qui les fa vulnerables?<\/p>\n

Quan arriben situacions de crisi, especialment de la magnitud de la que hem viscut amb el confinament, es refor\u00e7a la import\u00e0ncia de la gesti\u00f3 de les necessitats vitals: tasques dom\u00e8stiques i la din\u00e0mica relacional a casa sense sortir amb diversitat d\u2019edats i necessitats, algunes de gran complexitat. Cada grup familiar ho far\u00e0 segons la seva experi\u00e8ncia i, sobretot, segons els recursos que, novament, no s\u00f3n els mateixos i les condicions no s\u00f3n ni equitatives ni equivalents.<\/p>\n

Unes fam\u00edlies treballen fora de casa perqu\u00e8 s\u00f3n treballs fonamentals: neteja, transport, alimentaci\u00f3, salut… professions, moltes, realitzades per persones amb contractes precaris, sovint invisibles, menystingudes i segregades del benestar: habitatges, connectivitat i una gran diversitat de situacions i dificultats. No \u00e9s una descoberta ni calen estudis per posar-ho en evidencia perqu\u00e8 ja era sabut i la pand\u00e8mia sols ho ha fet m\u00e9s visible. No s\u00f3n fam\u00edlies incompetents sin\u00f3 que pateixen una desigualtat social que ja coneixem. Altres fam\u00edlies, amb millors condicions i recursos, podran seguir els suggeriments que s\u2019han donat: activitats, contes, manualitats… i aplicar els consells que han donat persones amb la seva suposada saviesa \u201ccom gestionar, qu\u00e8 fer quan…\u201d.<\/p>\n

Juntament amb aquests missatges arriba la demanda del sistema educatiu amb una visi\u00f3, novament, classista i etnoc\u00e8ntrica, imposant, amb urg\u00e8ncia, la continu\u00eftat de l\u2019aprenentatge acad\u00e8mic, envaint la din\u00e0mica familiar. S\u2019ha dit, des de\u00a0 fa molt temps i des de diferents punts de vista, que no es pot \u201cunificar\u201d aprenentatge escolar i educaci\u00f3, ni minimitzar el rol educatiu de la fam\u00edlia a qui no li correspon fer refor\u00e7 escolar. No falten \u00a0compet\u00e8ncies parentals sin\u00f3 que la parentalitat \u00e9s un altre rol i si es fan aquestes exig\u00e8ncies inapropiades es torna a fragilitzar el col\u00b7lectiu que t\u00e9 vulnerabilitat social.<\/p>\n

Les fam\u00edlies han respost de manera diversa: algunes han gaudit del treball escolar, era una distracci\u00f3; un altre gran col\u00b7lectiu ha protestat per la sobrec\u00e0rrega que ha representat el treball escolar, presencial o virtual, afegit a les preocupacions generades per la pand\u00e8mia i les moltes repercussions (laborals, econ\u00f2miques, salut, p\u00e8rdua de familiars, tensi\u00f3 amb la canalla que no veia tampoc el sentit de tot plegat); finalment un altre grup de fam\u00edlies, gens petit, no s\u2019ha fet sentir perqu\u00e8 no tenen el seu lloc com a interlocutores, fet que les porta a sentir-se lluny i repercuteix en l\u2019allunyament dels seus fills i filles. Algunes s\u00f3n les considerades com a \u201cdesafavorides\u201d b\u00e0sicament perqu\u00e8 la seva situaci\u00f3 social est\u00e0, majorit\u00e0riament, sota m\u00ednims. No cal minimitzar, tampoc, la contradicci\u00f3, constatada tamb\u00e9 per la canalla, en veure \u00a0com millorava la seva avaluaci\u00f3 pel treball escolar, fet amb o per la fam\u00edlia, falsejant el seu rendiment i augmentant les desigualtats i la injust\u00edcia.<\/p>\n

S\u2019imposa una reflexi\u00f3 de fons que canvi\u00ef aquesta situaci\u00f3. El rol i les accions parentals estan molt descrites i han de ser el focus del debat educatiu col\u00b7lectiu: afecte,cura, maduresa per adaptar-se i gestionar la realitat, socialitzaci\u00f3, cultura, valoritzaci\u00f3 dels aprenentatges que es fan en el context dom\u00e8stic, que no s\u00f3n ni pocs ni intranscendents i, evidentment, els escolars.<\/p>\n

Cal baixar del pedestal professional i canviar del model \u201cexpert\u201d al model de partenariat: recon\u00e8ixer, respectar, sense impaci\u00e8ncia i valorar la idiosincr\u00e0sia familiar per poder avan\u00e7ar conjuntament. No es tracta d\u2019empoderar les fam\u00edlies\u00a0 sin\u00f3 de no treure el poder que ja tenen ni afeblir la seva confian\u00e7a.\u00a0 No es poden\u00a0 imposar idees, models i maneres de fer. La fam\u00edlia far\u00e0 els canvis que tenen sentit, quan pugui i quan cregui i no els que venen des de l\u2019exterior i que no poden ser assumits.<\/p>\n

El marc municipal \u00e9s lloc i context idoni on, amb les fam\u00edlies com a ciutadanes del municipi, podr\u00edem enfortir i potenciar les relacions interdependents entre i amb tots els f\u00f2rums possibles, sense submissi\u00f3 al sistema escolar. No oblidem que a l\u2019escola la canalla hi passa 13 anys i a la fam\u00edlia i a la comunitat es pertany tota la vida. No es pot minimitzar ni fragilitzar la fam\u00edlia, quan la causa \u00e9s social, \u00a0perqu\u00e8 tamb\u00e9 es minimitza la canalla i no poden sentir que s\u00f3n membres actius del seu propi proc\u00e9s de maduresa i desenvolupament quan no s\u00f3n membres de ple dret de la societat on viuen.<\/p>\n

 <\/p>\n

[Maria Jes\u00fas Comellas va impartir el dia 16 de juliol de 2020, conjuntament amb Marga Bern\u00e1rdez Casaus, el webinar \u201cLa funci\u00f3 educativa de les fam\u00edlies davant el nou curs i sempre<\/a>\u201c, organitzat per la Ger\u00e8ncia d\u2019Educaci\u00f3 de la Diputaci\u00f3 de Barcelona]<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Des de fa temps ha augmentat la desorientaci\u00f3 del col\u00b7lectiu adult sobre com relacionar-se amb infants i adolescents, degut a l\u2019extraordin\u00e0ria oferta d\u2019informacions variades i sovint contradict\u00f2ries que ha impactat tant en el context professional com, especialment, en el\u00a0 context familiar. Aquestes diferents opcions no han afavorit una major reflexi\u00f3 abans de prendre decisions, perqu\u00e8 la pretensi\u00f3 era oferir \u201ceines i receptes\u201d per a actuar.<\/p>\n","protected":false},"author":1,"featured_media":1096,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[256,213],"tags":[253,214],"tipo":[],"class_list":{"0":"post-2245","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-covid-19","8":"category-families","9":"tag-covid-19","10":"tag-families"},"yoast_head":"\nLa funci\u00f3 educativa de les fam\u00edlies davant del nou curs i sempre - El blog de l'educaci\u00f3 local<\/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\/educaciolocal\/2020\/07\/16\/la-funcio-educativa-de-les-families-davant-el-nou-curs-i-sempre\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La funci\u00f3 educativa de les fam\u00edlies davant del nou curs i sempre - El blog de l'educaci\u00f3 local\" \/>\n<meta property=\"og:description\" content=\"Des de fa temps ha augmentat la desorientaci\u00f3 del col\u00b7lectiu adult sobre com relacionar-se amb infants i adolescents, degut a l\u2019extraordin\u00e0ria oferta d\u2019informacions variades i sovint contradict\u00f2ries que ha impactat tant en el context professional com, especialment, en el\u00a0 context familiar. 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