{"id":998,"date":"2018-09-11T23:21:40","date_gmt":"2018-09-11T23:21:40","guid":{"rendered":"https:\/\/diarieducacio.cat\/educaciolocal\/?p=998"},"modified":"2018-09-11T23:21:40","modified_gmt":"2018-09-11T23:21:40","slug":"les-regidories-deducacio-i-les-entitats-educatives-locals","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/educaciolocal\/2018\/09\/11\/les-regidories-deducacio-i-les-entitats-educatives-locals\/","title":{"rendered":"Les regidories d’educaci\u00f3 i les entitats educatives locals"},"content":{"rendered":"

El t\u00edtol d\u2019aquest escrit, si no \u00e9s nom\u00e9s llegit en la seva literalitat o nom\u00e9s per sobre, cont\u00e9 per sota un impl\u00edcit sint\u00e8tic f\u00e0cilment perceptible: \u201cla pol\u00edtica educativa local\u201d. En efecte, les relacions entre la regidoria d\u2019Educaci\u00f3 i les entitats educatives locals tenen un nucli compartit: col\u00b7laborar en la millor educaci\u00f3 possible en l\u2019\u00e0mbit municipal, \u00e9s a dir, intentar conjutament la millor pol\u00edtica educativa local. La primera responsable \u00e9s la regidoria d\u2019Educaci\u00f3, per la seva representativitat democr\u00e0tica, per\u00f2 tamb\u00e9 sabem que no \u00e9s l\u2019\u00fanica responsable: primer, perqu\u00e8 t\u00e9 pel damunt una legislaci\u00f3 restrictiva de la seva capacitat d\u2019actuaci\u00f3 \u2013la LRSAL- i dues estructures institucionals, una d\u2019\u00e0mbit nacional \u2013la conselleria d\u2019Ensenyament- i l\u2019altra d\u2019\u00e0mbit estatal \u2013 el Ministerio-, geloses de les seves compet\u00e8ncies; i segon, i molt important, perqu\u00e8 t\u00e9 la sort que existeix un acord social i pedag\u00f2gic cada cop m\u00e9s expl\u00edcit i potent en el sentit de recon\u00e8ixer com a educadores la m\u00e9s extensa gamma d\u2019inst\u00e0ncies: des de les institucions educatives formals \u2013escoles, instituts, universitats-, \u00f2bviament, fins a associacions c\u00edviques, culturals, esportives o altres, empreses, sindicats, oeneg\u00e9s, centres de lleure o esplais, biblioteques, museus, grups musicals, corals, grups teatrals o de dansa, centres d\u2019arts pl\u00e0stiques, etc.<\/p>\n

Aquesta diversitat, que sempre \u00e9s vista o reconeguda com un valor de riquesa c\u00edvica general, s\u2019ha de redescobrir com una riquesa educativa<\/em> espec\u00edfica per a cada poble o ciutat, m\u00e9s ben dit, per a tots els habitants de cada municipi. Cada un d\u2019aquests agents, a m\u00e9s del valor de la seva activitat \u2018ordin\u00e0ria\u2019 ben feta \u2013practicar l\u2019esport, interpretar teatre, generar i compartir acci\u00f3 solid\u00e0ria, etc., etc.- porta un valor afegit<\/em> sovint desconegut per ells mateixos i pels altres, que es diu capacitat educadora. \u00c9s tasca de l\u2019ajuntament, espec\u00edficament per\u00f2 no exclusivament de la seva regidoria d\u2019Educaci\u00f3, despertar la consci\u00e8ncia d\u2019aquesta capacitat de cada agent, que \u00e9s alhora una responsabilitat.<\/p>\n

Un cas ben clar \u00e9s el de l\u2019esport; es pot fer esport \u2013i fer-lo b\u00e9 tant si\u00a0 no \u00e9s competitiu com si es juguen i guanyen campionats- de dues maneres: amb sentit educador o no; no n\u2019hi ha, o fins i tot \u00e9s deseducador, quan l\u2019esport es fa nom\u00e9s per pura voluntat de competir i guanyar sense m\u00e9s contemplacions, acceptant joc brut o viol\u00e8ncies m\u00e9s o menys expl\u00edcites, quan es menysprea el perdedor, quan s\u2019exhibeix obscenament una vict\u00f2ria per reivindicar una suposada superioritat personal o de grup o de poble o de pa\u00eds; \u00e9s educador quan hi ha comprom\u00eds amb el joc net, es felicita el qui guanya i es saluda i respecta el qui perd, s\u2019eviten actituds exhibicionistes i mensypreadores dels altres, etc.<\/p>\n

\u00c9s a dir, el valor educatiu est\u00e0 associat al foment de valors \u00e8tics, socials, est\u00e8tics, simplement valors humans, valors que fomenten el creixement personal i la conviv\u00e8ncia social. A m\u00e9s de l\u2019exemple de l\u2019esport, podem pensar en infinitat de possibilitats o inst\u00e0ncies on \u00e9s aplicable el mateix esquema: des del treball a l\u2019activitat art\u00edstica, passant per associacions o institucions de la m\u00e9s variada naturalesa; a tot arreu es pot generar aquell \u201cvalor afegit educador<\/em>\u201d que, a m\u00e9s, t\u00e9 l\u2019inter\u00e8s d\u2019adre\u00e7ar-se i de ser \u00fatil no solament a l\u2019espai cl\u00e0ssicament educatiu, el d\u2019infants i joves, sin\u00f3 a tota la poblaci\u00f3, de tota edat i condici\u00f3.<\/p>\n

Aquest plantejament, que \u00e9s prou conegut com a propi de les Ciutats Educadores, va trobant tamb\u00e9 noves f\u00f3rmules d\u2019organitzaci\u00f3 i dinamitzaci\u00f3, que interpel\u00b7len directament les regidories d\u2019Educaci\u00f3 dels ajuntaments. Tothom parteix, \u00f2bviament, d\u2019un requisit previ: comprendre que l\u2019educaci\u00f3 \u00e9s molt m\u00e9s que l\u2019ensenyament, o que la instrucci\u00f3, i que s\u2019adre\u00e7a la personalitat \u00edntegra, en totes les seves dimensions \u2013 f\u00edsica, emocional, \u00e8tica, social, a m\u00e9s d\u2019intel\u00b7lectual-. La Carta de Ciutats Educadores ofereix el que podr\u00edem anomenar el fonament o els principis d\u2019aquesta orientaci\u00f3, a m\u00e9s d\u2019una associaci\u00f3 internacional<\/a> de ciutats amb els seus recursos, xarxes, trobades i congressos, que fomenta l\u2019aplicaci\u00f3 i l\u2019intercanvi d\u2019experi\u00e8ncies m\u00faltiples.<\/p>\n

En un sentit m\u00e9s expl\u00edcitament operatiu, per\u00f2 compartint el mateix esperit, s\u2019ha posat en marxa tamb\u00e9, i pot ser un excel\u00b7lent complement aplicatiu d\u2019aquells principis, el programa \u201cEducaci\u00f3 360. Educaci\u00f3 a temps complet\u201d<\/a>, que parteix d\u2019una alian\u00e7a entre ajuntaments i diversos agents, amb l\u2019impuls de la Diputaci\u00f3 de Barcelona, la Fundaci\u00f3 Jaume Bofill i la Federaci\u00f3 de Moviments de Renovaci\u00f3 Pedag\u00f2gica, que busca l\u2019objectiu de la integralitat educadora, l\u2019aprofitament de recursos a trav\u00e9s de l\u2019entesa o connexi\u00f3 entre ajuntaments i tota mena d\u2019entitats i que est\u00e0 en fase d\u2019elaboraci\u00f3 de pol\u00edtiques educatives locals amb l\u2019ambici\u00f3 de fer de tot temps un temps educador, de tot espai un espai educador, de tota activitat una activitat educadora. \u00a0Els 360 graus del cercle representen aquesta positiva ambici\u00f3 de totalitat impl\u00edcita en la noci\u00f3 d\u2019\u201ceducaci\u00f3 a temps complet\u201d.<\/p>\n

En el seu document \u201cConnectant la comunitat per generar m\u00e9s i millors oportunitats educatives \u2013 Propostes de pol\u00edtica municipal (2019-23)<\/a>\u201d es despleguen propostes de la m\u00e9s variada naturalesa, de les quals s\u00f3n nom\u00e9s un petit exemple les seg\u00fcents: Redisseny d\u2019espais p\u00fablics, Programa municipal d\u2019activitats extraescolars 360, Programes d\u2019Aprenentatge Servei (APS), Pla d\u2019igualtat de g\u00e8nere de l\u2019Educaci\u00f3 360, Programa de segones oportunitats, Programa de parentalitat positiva, Programa per a la petita inf\u00e0ncia i fam\u00edlia; s\u00f3n nom\u00e9s alguns dels trenta-sis punts als quals s\u2019orienta l\u2019elaboraci\u00f3 d\u2019aquelles propostes de pol\u00edtiques educatives locals.<\/p>\n

Tot aix\u00f2, esclar, sens perjudici del comprom\u00eds ferm que s\u2019espera de cada regidoria d\u2019Educaci\u00f3 en l\u2019exercici de les seves responsabilitats legals espec\u00edfiques, no pas insignificants per a l\u2019inter\u00e8s de la ciutadania, com per exemple l\u2019educaci\u00f3 infantil o les oficines d\u2019escolaritzaci\u00f3. Una pol\u00edtica educativa local completa, com l\u2019 \u201ceducaci\u00f3 a temps complet\u201d en l\u2019esperit de la \u201cciutat educadora\u201d, t\u00e9 molt camp per c\u00f3rrer al servei educador i integral de totes les persones.<\/p>\n

[ El professor Joan Manuel del Pozo dirigir\u00e0 la sessi\u00f3 \u201cLes regidories d\u2019educaci\u00f3 i les entitats educatives locals; com gestionar les relacions i com coordinar projectes comuns<\/strong>\u201d a l\u2019edici\u00f3 de les Tardes de regidors\/es d\u2019educaci\u00f3 que es dur\u00e0 a terme el proper 18 de setembre. Les Tardes de Regidors\/es<\/a>\u00a0s\u00f3n espais de formaci\u00f3, reflexi\u00f3 i intercanvi d\u2019opinions organitzades per la Diputaci\u00f3 de Barcelona. ]<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

La col\u00b7laboraci\u00f3 entre els ajuntaments i les entitats locals permet impulsar una millor educaci\u00f3 en l\u2019\u00e0mbit municipal a partir de la premisa compartida de que, m\u00e9s enll\u00e0 de l\u2019educaci\u00f3 formal, existeixen moltes organitzacions i institucions amb capacitat educativa que cal tenir present.<\/p>\n","protected":false},"author":203,"featured_media":1026,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[112,206],"tags":[114,182,111],"tipo":[],"class_list":{"0":"post-998","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-ciutat-educadora","8":"category-entitats","9":"tag-ciutats-educadores","10":"tag-educacio360","11":"tag-entorn-local"},"yoast_head":"\nLes regidories d'educaci\u00f3 i les entitats educatives locals - 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\/2018\/09\/11\/les-regidories-deducacio-i-les-entitats-educatives-locals\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Les regidories d'educaci\u00f3 i les entitats educatives locals - 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