Uns dels actors clau per avan\u00e7ar en aquesta concepci\u00f3 m\u00e9s comunit\u00e0ria s\u00f3n les fam\u00edlies, no \u00e9s cap novetat. El sistema democr\u00e0tic va dotar-les d\u2019un rol i un reconeixement jur\u00eddic en la gesti\u00f3 dels centres, i les administracions \u2013 sobretot les locals \u2013 van entomar el repte de transformar aquesta aspiraci\u00f3 normativa en una realitat significativa en la vida quotidiana d\u2019escoles i instituts.<\/p>\n
D\u00e8cades despr\u00e9s d\u2019impulsar aquest marc, per\u00f2, no podem considerar que el model de participaci\u00f3 de les fam\u00edlies a l\u2019escola s\u2019hagi consolidat. Si prenem com un indicador de refer\u00e8ncia la participaci\u00f3 d\u2019aquest sector a les eleccions dels consells escolars de centre, el panorama \u00e9s desolador. Si observem els greus problemes que existeixen per conformar associacions de fam\u00edlies als centres, i mantenir-les al llarg dels anys, la perspectiva no millora. Tenim un problema.<\/p>\n
Per resoldre\u2019l, cal analitzar quins s\u00f3n els factors que el provoquen, d\u2019aquesta manera podrem albirar estrat\u00e8gies eficaces de resoluci\u00f3. Tot apunta que aquests factors tenen a veure amb la diversitat actual de contextos familiars, un mosaic ric i complex de realitats per a les quals els models de participaci\u00f3 que es proposen no resulten v\u00e0lids.<\/p>\n
Els models de participaci\u00f3 que es proposen no resulten v\u00e0lids amb la diversitat actual de contextos familiars<\/p><\/blockquote>\n
En primer lloc, hem de recon\u00e8ixer l\u2019exist\u00e8ncia de fam\u00edlies que no s\u2019impliquen en la seva comunitat educativa simplement perqu\u00e8 no volen. \u00c9s molt probable que al darrere d\u2019aquesta manca de voluntat hi hagi raons associades al marc de valors socials que a poc a poc s\u2019imposa: individualisme, utilitarisme, segregaci\u00f3. Un nombre important de mares i pares no senten que la participaci\u00f3 a l\u2019escola hagi d\u2019anar m\u00e9s enll\u00e0 d\u2019ajudar els fills i les filles a fer les tasques escolars, o assistir a reunions informatives. Sens dubte, activitats necess\u00e0ries per\u00f2 no suficients des d\u2019una perspectiva comunit\u00e0ria de l\u2019educaci\u00f3.<\/p>\n
No totes les fam\u00edlies que no participen, per\u00f2, se situen en aquest quadrant. Tamb\u00e9 n\u2019hi ha que voldrien, per\u00f2 que no poden, perqu\u00e8 les seves condicions de vida no els ho permeten. Parlem d\u2019aquelles mares i pares que fan jornades laborals maratonianes, o que tenen c\u00e0rregues familiars grans. La programaci\u00f3 d\u2019activitats amb elles acostuma a planificar-se enmig de la seva jornada de treball o de cures, i no tenen possibilitat d\u2019assistir-hi. La manca d\u2019encaix entre els horaris del professorat i els horaris de les fam\u00edlies \u00e9s un obstacle que dificulta la participaci\u00f3 familiar. Dif\u00edcil construir comunitat quan les condicions materials i de temps d\u2019alguns no acompanyen.<\/p>\n
Tamb\u00e9 hem de fer esment d\u2019aquelles fam\u00edlies que estarien disposades a participar i disposen de les condicions per fer-ho, per\u00f2 que se\u2019ls fa dif\u00edcil saber com. De participar, com tot a la vida, se n\u2019apr\u00e8n, i donar per descomptat que les mares i els pares saben participar pel simple fet de ser persones adultes \u00e9s un error. No en va moltes federacions d\u2019associacions de fam\u00edlies inverteixen notables esfor\u00e7os a la formaci\u00f3 en temes participatius. Saber aplanar el cam\u00ed de la participaci\u00f3 a les fam\u00edlies, i facilitar-lo, \u00e9s un element cabdal de l\u2019educaci\u00f3 comunit\u00e0ria.<\/p>\n
A aquesta diversitat de contextos familiars cal afegir-hi tamb\u00e9 la diversitat de models i d\u2019identitats. Per exemple, la irrupci\u00f3 de la diversitat cultural, ling\u00fc\u00edstica i religiosa a l\u2019escola de la m\u00e0 de la immigraci\u00f3 recent incorpora reptes associats al concepte d\u2019escola, als models de comunicaci\u00f3 i llengua que s\u2019utilitzen, i a les creences i valors educatius diversos. O les fam\u00edlies monoparentals, en un marc en el qual els seus drets socials no sempre s\u00f3n reconeguts, presenten dificultats objectives per a la participaci\u00f3.<\/p>\n
Cal considerar els processos participatius de les fam\u00edlies des d\u2019un espectre ampli de possibilitats<\/p><\/blockquote>\n
No obstant aix\u00f2, la creixent complexitat dels contextos, els models i les identitats familiars no justifica l\u2019abandonament d\u2019una pol\u00edtica de foment de la seva participaci\u00f3, si \u00e9s que volem mantenir el repte d\u2019avan\u00e7ar cap a les comunitats educatives. Aix\u00f2 s\u00ed, cal que actualitzem el discurs i la pr\u00e0ctica, i que abordem la q\u00fcesti\u00f3 des d\u2019una perspectiva plural. Assenyalem aqu\u00ed dos dels m\u00e9s significatius. En primer lloc, cal considerar els processos participatius de les fam\u00edlies des d\u2019un espectre ampli de possibilitats. Cal colgar definitivament la idea restrictiva que la participaci\u00f3 familiar \u00e9s sin\u00f2nim de participaci\u00f3 en els \u00f2rgans de govern i les AFA. Tan bon punt diversifiquem els espais participatius, pel que fa a finalitats, a espais i temps, i a din\u00e0miques de treball, m\u00e9s f\u00e0cil ser\u00e0 que m\u00e9s perfils de fam\u00edlies sentin que hi poden trobar el seu lloc.<\/p>\n
En segon lloc, cal redimensionar la participaci\u00f3 de les fam\u00edlies en un escenari de refor\u00e7 de les comunitats educatives en detriment dels centres escolars. Aix\u00f2 passa per contemplar les fam\u00edlies des de la seva ag\u00e8ncia, com a actors participants en el codisseny i la coproducci\u00f3 de les pol\u00edtiques educatives del seu entorn natural, el seu municipi. Fam\u00edlies disposades a prendre la paraula i proposar projectes que donin resposta a les necessitats individuals i col\u00b7lectives que senten, que participen activament en la realitzaci\u00f3 de les activitats educatives dins i fora de l\u2019escola, que es comprometen a disminuir la segregaci\u00f3 escolar i educativa, i aposten per l\u2019equitat i la inclusi\u00f3.<\/p>\n
Les fam\u00edlies d\u2019avui no ho tenen f\u00e0cil per desenvolupar un rol actiu en la construcci\u00f3 de les comunitats educatives, per\u00f2 aix\u00f2 no pot significar llen\u00e7ar la tovallola si volem garantir un sentit comunitari de l\u2019educaci\u00f3. \u00c9s temps de transformar mirades i refer estrat\u00e8gies. Per aconseguir-ho, les fam\u00edlies hi tenen un paper de primer ordre, per\u00f2 sense oblidar la necess\u00e0ria complicitat i comprom\u00eds per part del professorat i de les administracions, altrament resulta inviable. La participaci\u00f3 de les fam\u00edlies a les comunitats educatives, com les coses importants, \u00e9s cosa de totes i tots.<\/p>\n","protected":false},"excerpt":{"rendered":"
Uns dels actors clau per avan\u00e7ar en aquesta concepci\u00f3 m\u00e9s comunit\u00e0ria s\u00f3n les fam\u00edlies, no \u00e9s cap novetat. El sistema democr\u00e0tic va dotar-les d\u2019un rol i un reconeixement jur\u00eddic en la gesti\u00f3 dels centres, i les administracions \u2013 sobretot les locals \u2013 van entomar el repte de transformar aquesta aspiraci\u00f3 normativa en una realitat significativa<\/p>\n","protected":false},"author":1186,"featured_media":4452,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[213],"tags":[198,214],"tipo":[],"class_list":{"0":"post-4469","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-families","8":"tag-comunitat-educativa","9":"tag-families"},"yoast_head":"\n
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