{"id":2679,"date":"2021-04-08T22:05:21","date_gmt":"2021-04-08T22:05:21","guid":{"rendered":"https:\/\/diarieducacio.cat\/educaciolocal\/?p=2679"},"modified":"2024-08-08T10:52:38","modified_gmt":"2024-08-08T08:52:38","slug":"restaurar-o-innovar-propostes-educatives-per-lequitat-post-covid19-amb-mirada-local","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/educaciolocal\/2021\/04\/08\/restaurar-o-innovar-propostes-educatives-per-lequitat-post-covid19-amb-mirada-local\/","title":{"rendered":"Restaurar o innovar? Propostes educatives per l\u2019equitat post-covid19 amb mirada local"},"content":{"rendered":"

Escenaris educatius post-covid19: restaurar el passat o construir una nova realitat?<\/strong><\/h4>\n

Expliquen les persones expertes en crisis (naturals, ambientals o sanit\u00e0ries), que els processos de reconstrucci\u00f3 de zones devastades mai no s\u00f3n neutres. Per dir-ho de manera molt simplista, aquests processos es poden enfocar des d\u2019una perspectiva que se centra a \u00a0restaurar all\u00f2 que hi havia abans i que la crisi ha trencat o b\u00e9 es poden estructurar des d\u2019una l\u00f2gica que busca generar noves realitats desitjades. La nostra impressi\u00f3 \u00e9s que, tant el m\u00f3n escolar com el m\u00f3n local estan for\u00e7a m\u00e9s pendents de restaurar la vella normalitat que no pas de construir-ne una de nova que sigui millor, m\u00e9s justa i m\u00e9s equitativa. I des del nostre punt de vista, aix\u00f2 \u00e9s un error.<\/p>\n

Per exemple, com explica la soci\u00f2loga Iolanda Fresnillo parlant de la realitat post-hurac\u00e0 a Hait\u00ed<\/a>, la reconstrucci\u00f3 del pa\u00eds es va basar en gastar-se tots els diners de l\u2019ajuda internacional en restaurar les mateixes cases de baixa qualitat, als mateixos llocs perillosos i amb els mateixos pocs i mals serveis. Un error del que el pa\u00eds caribeny encara no s\u2019ha recuperat. For\u00e7ant el paral\u00b7lelisme amb la nostra realitat catalana, en som conscients, podem dir que el m\u00f3n local ha de decidir durant aquests 2021 i 2022 si dedica els seus objectius, esfor\u00e7os i recursos a restaurar la vella realitat educativa o a produir-ne una de millor. Aquest article se centra en plantejar debats de pol\u00edtica p\u00fablica i propostes de mesures concretes perqu\u00e8 els ajuntaments, consells comarcals, diputacions, escoles, instituts, entitats, associacions, etc. es proposin avan\u00e7ar en la segona via: la d\u2019aprofitar l\u2019escenari post-covid19 per tal de construir una realitat educativa m\u00e9s equitativa i millor per a tothom.<\/p>\n

Sens dubte, la vella realitat educativa est\u00e0 plena d\u2019actuacions interessants, potents i ben orientades que proporcionen a infants, joves i fam\u00edlies bones experi\u00e8ncies educatives, oportunitats de formaci\u00f3 i lleure equitatives, i una bona coordinaci\u00f3 de temps i espais educatius.<\/p>\n

Per\u00f2 la vella realitat educativa tamb\u00e9 est\u00e0 plena de desigualtats educatives que fan massa f\u00e0cil predir els resultats acad\u00e8mics de qualsevol alumne nom\u00e9s sabent-ne el nivell educatiu i el tipus de feina parental; que deixen fora d\u2019activitats extraescolars i de lleure que son motivadores i enriquidores a aquells infants de fam\u00edlies amb menys recursos, i que a casa nostra son gaireb\u00e9 un ter\u00e7 del total; a la vella realitat tamb\u00e9 hi ha descoordinacions administratives i burocr\u00e0tiques que converteixen les transicions entre etapes, entre serveis, entre nivells administratius… en un calvari especialment per als m\u00e9s desafavorits (1); hi ha desigualtats d\u2019acc\u00e9s, d\u2019\u00fas i d\u2019acompanyament en l\u2019\u00e0mbit digital; etc. Aix\u00ed doncs, la nostra perspectiva \u00e9s que la vella realitat \u00e9s clarament millorable i per aix\u00f2 proposem al m\u00f3n municipal una reflexi\u00f3 en profunditat per no deixar-se arrossegar per la din\u00e0mica de restauraci\u00f3 d\u2019un passat molt millorable, sin\u00f3 per encoratjar-los a comprometre\u2019s en la construcci\u00f3 d\u2019una nova realitat educativa millor i m\u00e9s justa.<\/p>\n

La nova realitat educativa l\u2019ha de liderar el m\u00f3n local: totes les educacions s\u00f3n d\u2019incumb\u00e8ncia i govern local<\/strong><\/h4>\n

Abans de llan\u00e7ar el leitmotiv<\/em> de la nostra proposta, volem fer pal\u00e8s que coneixem la LEC i el seu error de no situar el m\u00f3n local com a administraci\u00f3 educativa; sabem que la RSAL limita enormement la capacitat de moviment i despesa dels ajuntaments en temes socioeducatius; i som molt conscients de l\u2019end\u00e8mic infrafinan\u00e7ament del m\u00f3n local. Per\u00f2 precisament per aix\u00f2 l\u2019escenari post-covid19 esdev\u00e9 una immensa oportunitat per repensar el que (no) es fa a nivell educatiu al m\u00f3n local des d\u2019una visi\u00f3 estrat\u00e8gica d\u2019una possible i necess\u00e0ria nova realitat educativa.<\/p>\n

La idea \u00e9s senzilla (2): l\u2019ajuntament i els seus espais de treball (Consell Escolar; Plenari de PEC, PEE o Educaci\u00f3 360; etc.) han de veure, viure i governar totes les educacions que es donen al municipi com si fossin pr\u00f2pies. \u00d2bviament, tant l\u2019educaci\u00f3 formal, com la no formal, d\u2019entitats, esports, religions, lleure, extraescolars, lleng\u00fces, fam\u00edlies… s\u00f3n d\u2019incumb\u00e8ncia municipal. Per\u00f2 la perspectiva que presentem no busca restaurar all\u00f2 vell, sin\u00f3 construir una nova realitat educativa que ha de tractar totes les educacions com a pr\u00f2pies malgrat les depend\u00e8ncies administratives diverses. La ra\u00f3 \u00e9s molt senzilla: nom\u00e9s el m\u00f3n local pot con\u00e8ixer i recon\u00e8ixer totes les educacions d\u2019un territori i, nom\u00e9s des de la proximitat es poden connectar i orientar cap a un projecte compartit. Ning\u00fa m\u00e9s pot desenvolupar aquest rol d\u2019eix articulador en xarxa de totes les pol\u00edtiques i les pr\u00e0ctiques socioeducatives del territori. Estem parlant, per tant, de quin tipus de lideratge vol exercir el m\u00f3n local en l\u2019articulaci\u00f3 i la orientaci\u00f3 de totes les educacions, malgrat les evidents complexitats que aquesta aposta implica. Sembla clar que els ajuntaments nom\u00e9s poden exercir un lideratge en xarxa, cooperatiu, un lideratge distribu\u00eft que co-produeixi tres elements clau:<\/p>\n

a) Una mirada i un discurs compartit entre tots els actors sobre la centralitat absoluta de les educacions i la necessitat que les oportunitats educatives siguin equitatives al llarg i ample de la vida.<\/em><\/p>\n

b) Articular i liderar en xarxa tots aquests actors per tal de generar oportunitats, traject\u00f2ries i accions educatives f\u00e0cilment identificables<\/em>.<\/p>\n

c) Estructurar una forma de governan\u00e7a permanent i flexible de totes les educacions liderada per l\u2019ajuntament<\/em><\/p>\n

Aquesta nova realitat educativa hauria de permetre avan\u00e7ar, de manera concreta, precisa i clara cap a un ecosistema local on els espais i els temps educatius no fossin tancats i autocentrats. Sin\u00f3 nodes d\u2019una xarxa comuna que treballen colze a colze, m\u00e9s enll\u00e0 de les seves l\u00f2giques depend\u00e8ncies administratives, per assolir els objectius que s\u2019han acordat en aquest espai de govern compartit. Entenent i practicant, m\u00e9s que mai en la realitat covid19 que ens toca viure, que tots<\/em> els espais i tots<\/em> els temps del poble o ciutat i els seus ciutadans\/es i professionals, son educatius si s\u2019habiten i s\u2019orienten educativament. En aquest sentit, la terrible pand\u00e8mia ens permet posar en pr\u00e0ctica all\u00f2 tantes vegades somiat: produir com a espais expl\u00edcitament educatius els centres c\u00edvics, locals d\u2019entitats, espais religiosos, museus i biblioteques, piscines i pavellons, places i carrers, escoles de m\u00fasica i espais familiars… Treballant amb equips mixtes d\u2019educaci\u00f3 formal i no formal; del Departament d\u2019Educaci\u00f3, de l\u2019Ajuntament, dels diversos serveis i de les entitats; etc.<\/p>\n

 <\/p>\n\n\n\n
 <\/p>\n
[ aquest text \u00e9s un fragment de l\u2019article hom\u00f2nim que Jordi Collet i Jordi Valldeoriola han elaborat per l\u2019Anuari de l\u2019educaci\u00f3 local. \u00a0Podreu trobar l\u2019article complet a la darrera edici\u00f3: Anuari 2020 monogr\u00e0fic COVID-19 L\u2019educaci\u00f3 local en temps de pand\u00e8mia: reflexions i propostes per a la recuperaci\u00f3<\/em> , disponible a la Llibreria de la Diputaci\u00f3 de Barcelona<\/a> ]<\/h6>\n<\/td>\n
\"Anuari<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Notes:<\/strong><\/h5>\n

(1) En aquesta l\u00ednia, no us perdeu el llibre Sara Mesa (2019) Silencio administrativo. La pobreza en el laberinto burocr\u00e1tico<\/em>. Barcelona, Anagrama.<\/p>\n

(2) Collet, J. (2016) M\u00e9s enll\u00e0 dels PEC, els PEE I les zones educatives. Primers apunts per una escola-municipi. Revista Catalana de Pedagogia<\/em>10: 12-32https:\/\/www.raco.cat\/index.php\/RevistaPedagogia\/article\/viewFile\/322354\/412977<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Escenaris educatius post-covid19: restaurar el passat o construir una nova realitat? Expliquen les persones expertes en crisis (naturals, ambientals o sanit\u00e0ries), que els processos de reconstrucci\u00f3 de zones devastades mai no s\u00f3n neutres. Per dir-ho de manera molt simplista, aquests processos es poden enfocar des d\u2019una perspectiva que se centra a \u00a0restaurar all\u00f2 que hi<\/p>\n","protected":false},"author":250,"featured_media":2691,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[163,109,112,168],"tags":[164,114,253,110],"tipo":[392],"class_list":{"0":"post-2679","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-ajuntaments","8":"category-analisi","9":"category-ciutat-educadora","10":"category-exit-educatiu","11":"tag-ajuntaments","12":"tag-ciutats-educadores","13":"tag-covid-19","14":"tag-educacio-a-temps-complet","15":"tipo-analisi"},"yoast_head":"\nRestaurar o innovar? 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