{"id":4092,"date":"2024-03-21T05:00:14","date_gmt":"2024-03-21T05:00:14","guid":{"rendered":"https:\/\/diarieducacio.cat\/educaciolocal\/?p=4092"},"modified":"2024-08-08T10:52:47","modified_gmt":"2024-08-08T08:52:47","slug":"educacio-i-pobresa-camins-per-a-la-inclusio-social","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/educaciolocal\/2024\/03\/21\/educacio-i-pobresa-camins-per-a-la-inclusio-social\/","title":{"rendered":"Educaci\u00f3 i pobresa: camins per a la inclusi\u00f3 social?"},"content":{"rendered":"

Segons l\u2019Indicador P\u00fablic de Renda d\u2019Efectes M\u00faltiples (IPREM<\/a>) 2023, la pobresa infantil en Espanya inclouria tots els menors d\u2019edat que viuen en llars amb rendes inferiors 21.600 \u20ac anuals en fam\u00edlies de 4 o m\u00e9s membres. La seva incid\u00e8ncia gaireb\u00e9 arriba a 3 de cada 10 infants a Catalunya. Creiem que no \u00e9s una exageraci\u00f3 considerar la pobresa infantil una xacra a Catalunya, especialment si tenim en compte la seva elevada cronificaci\u00f3 des de fa d\u00e8cades.<\/p>\n

Aquesta realitat, a m\u00e9s de suposar el no assoliment de drets constitucionals b\u00e0sics per una important part de la ciutadania, t\u00e9 una incid\u00e8ncia molt rellevant sobre les taxes de frac\u00e0s escolar, amb m\u00e9s del 50% d\u2019alumnat del quartil sociocultural m\u00e9s baix amb traject\u00f2ries escolars accidentades. Com tots sabem, els efectes d\u2019aquesta baixa formaci\u00f3 en el sector de poblaci\u00f3 econ\u00f2micament m\u00e9s desafavorida t\u00e9 conseq\u00fc\u00e8ncies en la minva de possibilitats d\u2019acc\u00e9s al mercat laboral i d\u2019emancipaci\u00f3 dels joves, contribuint al denominat cicle de Transmissi\u00f3 Inter-generacional de la Pobresa.<\/p>\n

La pobresa infantil t\u00e9 molta incid\u00e8ncia sobre les taxes de frac\u00e0s escolar<\/p><\/blockquote>\n

Una revisi\u00f3 de la literatura especialitzada ens mostra l\u2019exist\u00e8ncia de, al menys, 6 inhibidors de l\u2019\u00e8xit educatiu associats a la pobresa: h\u00e0ndicaps cognitius, inseguretat emocional, indefensi\u00f3 apresa,\u00a0 reducci\u00f3 de l\u2019educabilitat, baix capital cultural i baix capital social. Els quatre primers, de car\u00e0cter \u201cindividual\u201d, es deriven de la insufici\u00e8ncia de recursos (per exemple, alimentaci\u00f3 deficient) i dels dos darrers, de tipus m\u00e9s social.<\/p>\n

Els conceptes de capital cultural i capital social provenen de la teoria de Posicionament Social de Pierre Bourdieu. La influ\u00e8ncia del nivell formatiu dels progenitors sobre el rendiment escolar i els efectes de segregaci\u00f3 educativa que suposa no poder accedir a activitats educatives i culturals m\u00e9s enll\u00e0 de l\u2019escola s\u2019emmarcarien en el capital cultural de cada fam\u00edlia, no nom\u00e9s en el seu capital econ\u00f2mic. El capital social (individual, familiar i comunitari) com\u00a0 a protector de la vulnerabilitat i promotor de traject\u00f2ries escolars i vitals exitoses inclouria la xarxa de relacions, podr\u00edem dir de protecci\u00f3 i oportunitats, a les quals es t\u00e9 acc\u00e9s.<\/p>\n

Si emprem la \u201cteoria dels capitals\u201d (econ\u00f2mic, social, cultural i simb\u00f2lic) per comprendre el significat multidimensional de la pobresa i el seu abast complex, guanyarem perspectiva sobre quines pol\u00edtiques p\u00fabliques cal desenvolupar per incidir en la millora de l’\u00e8xit escolar. Des del Sistema Educatiu es pot incidir m\u00e9s que en el capital cultural. Enguany es t\u00e9 sensibilitat i recursos per afavorir la inclusi\u00f3 educativa d\u2019alumnes amb discapacitats, per\u00f2 potser estem menys preparats per comprendre les dificultats intr\u00ednseques a la situaci\u00f3 de pobresa i vulnerabilitat social. Podr\u00edem trobar-nos davant un \u201csostre de vidre\u201d, un h\u00e0ndicap social insuficientment valorat, de forma que aquests alumnes i fam\u00edlies estiguin m\u00e9s exposades al risc d\u2019estigmatitzaci\u00f3 que a la creaci\u00f3 de noves oportunitats.<\/p>\n

Des dels centres educatius es pot avan\u00e7ar molt per millorar els resultats amb aquest sector de poblaci\u00f3 si s\u2019intensifica l\u2019acci\u00f3 tutorial i l\u2019acompanyament sistem\u00e0tic de l\u2019alumnat amb m\u00e9s necessitats, s\u2019ofereixen suports especialitzats i adaptacions individualitzades, i es promouen el sentit de pertinen\u00e7a i les expectatives positives. Tamb\u00e9 fora bo emfatitzat les intervencions de car\u00e0cter m\u00e9s hol\u00edstic que contemplen l\u2019entorn particular dels infants i el context social que representa el centre educatiu. Vetllar per la inclusi\u00f3 escolar de l\u2019alumnat amb eines de participaci\u00f3, desenvolupar el bon clima social a l\u2019aula, i enfortir les relacions fam\u00edlia-escola s\u2019alineen amb la l\u00ednia de treball que proposem.<\/p>\n

Hi ha sensibilitat i recursos per a la inclusi\u00f3 d\u2019alumnes amb discapacitats, per\u00f2 potser s\u2019est\u00e0 menys preparats per comprendre les dificultats a la situaci\u00f3 de pobresa i vulnerabilitat social<\/p><\/blockquote>\n

No obstant, hem d\u2019evitar carregar tota la responsabilitat de l\u2019\u00e8xit escolar sobre els centres educatius. \u00c9s ingenu pretendre revertir l\u2019associaci\u00f3 entre \u00e8xit escolar i pobresa centrant-se \u00fanicament en la intervenci\u00f3 escolar (innovaci\u00f3 did\u00e0ctica, curr\u00edculum, orientaci\u00f3, etc.), sense considerar els \u00e0mbits de la fam\u00edlia i la comunitat. El pes dels capitals cultural i social (a nivell familiar i comunitari) ens obliguen a posar la mirada sobre el conjunt de les pol\u00edtiques p\u00fabliques i l\u2019articulaci\u00f3 del principi de corresponsabilitat educativa per construir entorns d\u2019oportunitat.<\/p>\n

Nombrosos estudis a nivell internacional destaquen la necessitat de desenvolupar pol\u00edtiques educatives que intensifiquin la col\u00b7laboraci\u00f3 intersectorial, implicant en un mateix prop\u00f2sit a les parts interessades de diferents \u00e0mbits d’actuaci\u00f3 com la joventut, la cultura i l’esport, la pol\u00edtica social i del benestar, el treball i la salut. La mateixa Uni\u00f3 Europea proposa: a) la col\u00b7laboraci\u00f3 efica\u00e7 i la cooperaci\u00f3 intersectorial entre escoles i parts interessades externes, entre elles una varietat de professionals, ONG, empreses, associacions, animadors juvenils, autoritats i serveis locals i altres representants de la comunitat en general, segons els contextos locals; i b) la disponibilitat d’una gran varietat d’activitats extra curriculars i extraescolars accessibles (esportives, art\u00edstiques, de voluntariat, etc.) que puguin complementar l’experi\u00e8ncia d’aprenentatge a m\u00e9s d’augmentar la participaci\u00f3, la motivaci\u00f3 i el sentiment de pertinen\u00e7a dels alumnes.<\/p>\n

M\u00e9s enll\u00e0 del refor\u00e7 escolar, una iniciativa de suport cl\u00e0ssica i valuosa, podem imaginar moltes l\u00ednies d\u2019acci\u00f3 socioeducativa que ens permetin fer m\u00e9s real el dret a l\u2019educaci\u00f3 de tota la ciutadania. A Catalunya acumulem moltes experi\u00e8ncies de base comunit\u00e0ria que cerquen contribuir a millorar l\u2019\u00e8xit educatiu. Persistir i enfortir aquest tipus d\u2019acci\u00f3, no tant com l\u2019oferta \u201cm\u00e9s enll\u00e0 de l\u2019escola\u201d sin\u00f3 com projecte constru\u00eft amb l\u2019escola seria molt coherent per enfortir els capitals social i cultural de l\u2019entorn, les fam\u00edlies i els nostres alumnes.<\/p>\n","protected":false},"excerpt":{"rendered":"

Segons l\u2019Indicador P\u00fablic de Renda d\u2019Efectes M\u00faltiples (IPREM) 2023, la pobresa infantil en Espanya inclouria tots els menors d\u2019edat que viuen en llars amb rendes inferiors 21.600 \u20ac anuals en fam\u00edlies de 4 o m\u00e9s membres. La seva incid\u00e8ncia gaireb\u00e9 arriba a 3 de cada 10 infants a Catalunya. Creiem que no \u00e9s una exageraci\u00f3<\/p>\n","protected":false},"author":1133,"featured_media":4117,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[109,112,311,353,144],"tags":[161,285,389,390],"tipo":[392],"class_list":{"0":"post-4092","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-analisi","8":"category-ciutat-educadora","9":"category-ecosistema-educatiu-local","10":"category-joventut","11":"category-opinio","12":"tag-educacio-inclusiva","13":"tag-equitat-educativa","14":"tag-inclusio-educativa","15":"tag-pobresa-infantil","16":"tipo-analisi"},"yoast_head":"\nEducaci\u00f3 i pobresa: camins per a la inclusi\u00f3 social? - 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\/2024\/03\/21\/educacio-i-pobresa-camins-per-a-la-inclusio-social\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Educaci\u00f3 i pobresa: camins per a la inclusi\u00f3 social? - El blog de l'educaci\u00f3 local\" \/>\n<meta property=\"og:description\" content=\"Segons l\u2019Indicador P\u00fablic de Renda d\u2019Efectes M\u00faltiples (IPREM) 2023, la pobresa infantil en Espanya inclouria tots els menors d\u2019edat que viuen en llars amb rendes inferiors 21.600 \u20ac anuals en fam\u00edlies de 4 o m\u00e9s membres. 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