{"id":4002,"date":"2020-05-26T19:34:45","date_gmt":"2020-05-26T19:34:45","guid":{"rendered":"https:\/\/diarieducacio.cat\/educaciolocal\/?p=2096"},"modified":"2024-08-08T10:52:34","modified_gmt":"2024-08-08T08:52:34","slug":"educacio-mon-local-i-confinament","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/educaciolocal\/2020\/05\/26\/educacio-mon-local-i-confinament\/","title":{"rendered":"Educaci\u00f3, m\u00f3n local i confinament"},"content":{"rendered":"
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Santa Perp\u00e8tua de Mogoda | iStock<\/figcaption><\/figure>\n

Fa m\u00e9s de dos mesos que la pand\u00e8mia de la Covid-19 va for\u00e7ar el tancament de les escoles i instituts i va generar una situaci\u00f3 in\u00e8dita a casa nostra pel que fa a l\u2019educaci\u00f3 i a l\u2019aprenentatge. Curiosament, la desaparici\u00f3<\/em> de la versi\u00f3 f\u00edsica de l\u2019escola ha perm\u00e8s visibilitzar en aquest poc temps el valor de la instituci\u00f3 escolar que havia estat q\u00fcestionat per posicions que plantejaven el poc sentit de l\u2019escola com a instituci\u00f3 del segle XXI, la quasi prescindible tasca del professorat, la inevitable transici\u00f3 cap a l\u2019autoaprenentatge gr\u00e0cies a la digitalitzaci\u00f3 o la suposada fi del credencialisme educatiu.<\/p>\n

La substituci\u00f3 de la doc\u00e8ncia en centres escolars per tasques a realitzar dins de l\u2019\u00e0mbit privat de les llars ha perm\u00e8s, paradoxalment, veure amb major claredat les desigualtats estructurals del nostre sistema educatiu. Els recursos a l\u2019abast de les fam\u00edlies per acompanyar en el proc\u00e9s d\u2019aprenentatge s\u00f3n desiguals (ja ho eren abans del confinament) i tampoc s\u00f3n equiparables ni la quantitat ni el tipus de necessitats a qu\u00e8 diferents centres educatius han hagut de donar resposta. La segregaci\u00f3 escolar no \u00e9s nova, per\u00f2 ara ha mostrat amb especial virul\u00e8ncia els seus efectes sobre la reducci\u00f3 d\u2019oportunitats educatives dels infants i joves.<\/p>\n

La segregaci\u00f3 escolar i el tancament d\u2019escoles t\u00e9 la seva cara m\u00e9s visible en l\u2019escletxa digital. Els resultats d\u2019una enquesta<\/a> que vam llen\u00e7ar durant la segona setmana de confinament evidencien que a Catalunya nom\u00e9s el 44% de les llars amb infants entre 3 i 18 anys compta amb un dispositiu per cap, el 26% en el cas de les fam\u00edlies de rendes m\u00e9s baixes. I no hem arribat als sectors m\u00e9s desconnectats (l\u2019enquesta era online), concentrats en determinades escoles. A la bretxa d\u2019acc\u00e9s per\u00f2, s\u2019hi suma una important desigualtat en la capacitat d\u2019\u00fas de la tecnologia, i \u00e9s que l\u2019acc\u00e9s a la xarxa no resol per si mateix el domini de les aplicacions, la capacitat de seleccionar informaci\u00f3 a la xarxa i les possibilitats de processar-la. \u00c9s en aquest terreny on m\u00e9s s\u2019extremen les difer\u00e8ncies socials, tamb\u00e9 entre escoles.<\/p>\n

La substituci\u00f3 sobtada de l\u2019aprenentatge guiat pel docent a l\u2019aula per un aprenentatge a dist\u00e0ncia, amb un suport m\u00e9s o menys intens del docent, ha situat les fam\u00edlies en molts casos com a acompanyants necessaris de les tasques escolars. En l\u2019enquesta referida, les mares s\u00f3n les principals responsables d\u2019aquest acompanyament (pr\u00e0cticament doblant els percentatges de pares) i, de nou, amb difer\u00e8ncies socials clares: el 48% de les mares amb estudis universitaris fan suport a l\u2019estudi dels seus fills i filles a l\u2019ESO, 38% en el cas de les mares sense estudis. La difer\u00e8ncia \u00e9s encara m\u00e9s clara en les motivacions. Si b\u00e9 la gran majoria de fam\u00edlies justifiquen el no acompanyament perqu\u00e8 l\u2019infant no ho necessita, una quarta part de les mares amb estudis obligatoris afirmen no disposar dels coneixements necessaris per fer-ho (nom\u00e9s el 2,6% en el cas de les mares amb estudis universitaris). Sembla doncs, que ni l\u2019escola ni la societat estaven preparades per aprendre sense escola presencial i encara menys per fer-ho de manera equitativa.<\/p>\n

El confinament ha suposat, tamb\u00e9, l\u2019aturada de l\u2019activitat de lleure. Durant la segona setmana, el 70% de les activitats extraescolars s\u2019havien deixat de fer. De nou, amb difer\u00e8ncies destacades segons les caracter\u00edstiques familiars. Abans d\u2019aquesta situaci\u00f3 excepcional entre les fam\u00edlies amb infants de prim\u00e0ria que han respost l\u2019enquesta, nom\u00e9s el 60% d\u2019aquelles amb estudis obligatoris realitzaven algun tipus d\u2019activitat extraescolar, el 94% en el cas de les fam\u00edlies m\u00e9s capitalitzades. Ara, en confinament, s\u00f3n les fam\u00edlies m\u00e9s instru\u00efdes les que m\u00e9s les han mantingut (31,4%, respecte el 16% de les fam\u00edlies menys capitalitzades), incrementant aix\u00ed la dist\u00e0ncia entre uns i altres infants.<\/p>\n

El sistema educatiu ja plantejava importants limitacions en la seva capacitat per eliminar les desigualtats socials de partida i requeria de m\u00e9s i millors pol\u00edtiques. L\u2019acumulaci\u00f3 de desigualtats en temps de confinament fa ara urgent una nova resposta. Les modificacions parcials a qu\u00e8 est\u00e0vem acostumades semblen no ser v\u00e0lides, i cal un replantejament m\u00e9s integral. Les compet\u00e8ncies de l\u2019\u00e0mbit local, tot i ser limitades, seran ara imprescindibles. Els programes d\u2019acompanyament a l\u2019estudi (refor\u00e7 escolar, impuls lector, mentories) s\u2019han de redefinir per continuar buscant l\u2019adhesi\u00f3 i \u00e8xit escolar, ara a trav\u00e9s de la connexi\u00f3 amb l\u2019escola. La proximitat de l\u2019administraci\u00f3 local a les fam\u00edlies i l\u2019exist\u00e8ncia de canals d\u2019identificaci\u00f3 de la vulnerabilitat social han de servir, amb la coordinaci\u00f3 amb altres agents educatius, per accedir als infants amb pitjors condicions d\u2019educabilitat, situacions de risc ara ampliades per l\u2019increment de la pobresa i la precarietat, per\u00f2 tamb\u00e9 per la manca de temps que pateixen mares i pares per a conciliar. L\u2019escola tornar\u00e0, per\u00f2 no ho far\u00e0 ni en els temps ni amb els espais que coneix\u00edem. Aqu\u00ed, de nou, els recursos municipals (biblioteques, espais esportius, centres c\u00edvics, programes de lleure) s\u2019han d\u2019incorporar per ampliar les oportunitats educatives dels infants, especialment d\u2019aquells que m\u00e9s estan perdent a causa d\u2019aquesta situaci\u00f3 excepcional.<\/p>\n

 <\/p>\n

[Sheila Gonz\u00e1lez i Xavier Bonal van impartir el 19 de maig el webinar “Educaci\u00f3, m\u00f3n local i confinament<\/a>“, organitzat per la Ger\u00e8ncia d’Educaci\u00f3 de la Diputaci\u00f3 de Barcelona]<\/p>\n","protected":false},"excerpt":{"rendered":"

El tancament dels centres educatius durant pr\u00e0cticament mig any comporta el debilitament d\u2019un dels principals recursos en la lluita contra la desigualtat social, un fet que fa necess\u00e0ria una avaluaci\u00f3 d\u2019aquesta excepcional situaci\u00f3 en clau d\u2019equitat i cohesi\u00f3 social.<\/p>\n","protected":false},"author":1,"featured_media":2095,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[256,2,144,260],"tags":[253,259],"tipo":[],"class_list":{"0":"post-4002","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-covid-19","8":"category-general","9":"category-opinio","10":"category-segregacio","11":"tag-covid-19","12":"tag-segregacio"},"yoast_head":"\nEducaci\u00f3, m\u00f3n local i confinament - 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\/05\/26\/educacio-mon-local-i-confinament\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Educaci\u00f3, m\u00f3n local i confinament - 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