{"id":174,"date":"2021-05-30T23:50:39","date_gmt":"2021-05-30T21:50:39","guid":{"rendered":"https:\/\/diarieducacio.cat\/espiral\/?p=174"},"modified":"2024-05-13T17:31:18","modified_gmt":"2024-05-13T15:31:18","slug":"ser-profe-una-professio-delit","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/espiral\/2021\/05\/30\/ser-profe-una-professio-delit\/","title":{"rendered":"Ser profe, una professi\u00f3 d\u2019elit"},"content":{"rendered":"
Tres cosas hacen a la persona discreta: letras, camino y experiencia. <\/em><\/h6>\n
Miguel de Cervantes<\/strong><\/h6>\n

 <\/p>\n

Un cervell adult cont\u00e9 uns 86.000 milions de neurones, cadascuna de les quals connecta amb uns altres milers; aix\u00f2 suposa unes 100.000.000.000 connexions sin\u00e0ptiques; amb un pes de 1.400-1.500 grams i un consum de glucosa i oxigen del 20-25%, el cervell hum\u00e0 segueix sent un dels grans misteris sense resoldre. El nostre cervell \u00e9s \u00fanic, pl\u00e0stic i social. Com afirma Bego\u00f1a Ibarrola (2013; p.64), \u201cel cervell est\u00e0 cont\u00ednuament aprenent coses, per tant, est\u00e0 constantment recablejant-se\u201d.<\/p>\n

M\u00faltiples investigacions han concl\u00f2s que quan l\u2019alumnat t\u00e9 un rol protagonista, actiu i experiencial, l\u2019aprenentatge \u00e9s m\u00e9s significatiu, contextualitzat, transferible i durador. Existeixen propostes com l\u2019aprenentatge basat en projectes, gamificaci\u00f3, mindfulness<\/em>, i moltes altres. I tot aix\u00f2 s\u2019ha de contextualitzar i hibridar (figura 1) dins d\u2019una irrupci\u00f3 accelerada i globalitzada de les tecnologies de la informaci\u00f3, l\u2019aprenentatge i el coneixement, e-learning<\/em>, rob\u00f2tica, intel\u00b7lig\u00e8ncia artificial\u2026 que estan transformant la nostra manera de viure, d\u2019aprendre, d\u2019educar i de ser. H\u00e9ctor Ruiz (2020) afirma que: \u201cSi alguna cosa ens ha ensenyat la investigaci\u00f3 educativa \u00e9s que no hi ha una recepta infalible. Cap m\u00e8tode educatiu \u00e9s efectiu sempre, ni per a tots els estudiants, ni per a tots els prop\u00f2sits, ni per a tots els contextos\u201d (p.11).<\/p>\n

Les 4 ces del futur<\/strong><\/p>\n

Harari (2018) al\u00b7ludeix a les 4 ces que molts pedagogs consideren claus necess\u00e0ries per a ensenyar i experimentar a les nostres escoles:<\/p>\n

1\u00aa C de Creativitat.<\/em> Neurocient\u00edficament, la creativitat s\u2019ubica a l\u2019hemisferi dret, que t\u00e9 m\u00e9s connexions intra i interhemisf\u00e8riques i amb m\u00e9s vincles amb l\u2019am\u00edgdala i regions subcorticals, tot i que l\u2019estat cerebral creatiu respon a una xarxa de connexions molt \u00e0mplia en la qual participa tot el cervell conjuntament (Goleman, 2016).<\/p>\n

2\u00aa C de Col\u00b7laboraci\u00f3.<\/em> El nostre cervell \u00e9s eminentment social. Aprenem amb l\u2019exemple, amb la imitaci\u00f3, amb l\u2019observaci\u00f3, amb les neurones mirall presents als l\u00f2buls frontals i parietals (Rizzolatti y Sinigaglia, 2006).<\/p>\n

3\u00aa C de Comunicaci\u00f3. <\/em>Comunicar \u00e9s guanyar i \u00e9s per suposat una part formativa primordial en tot docent que ha de facilitar i estimular en el seu alumnat. Ja no nom\u00e9s el qu\u00e8, sin\u00f3 tamb\u00e9 el com, i quins s\u00f3n els secrets de la comunicaci\u00f3? (figura 2).<\/p>\n

\"\"
Figura 2. \u00bfC\u00f3mo comunicar para emocionar a tu alumnado? (elaboraci\u00f3n propia).<\/figcaption><\/figure>\n

 <\/p>\n

4\u00aa C de Pensament Cr\u00edtic. <\/em>La societat hiperactiva, instant\u00e0nia, immediata, gasosa, del cansament\u2026 en la qual estem immersos en l\u2019actualitat, requereix d\u2019un art fonamental per a pensar, decidir i actuar de manera cr\u00edtica, reflexiva i metacognitiva. \u201cSaber portar la contr\u00e0ria […] fins i tot en l\u2019educaci\u00f3 \u00e9s \u00fatil: l\u2019estudiant que contradiu el mestre aconsegueix que aquest sigui m\u00e9s prec\u00eds, fonamentat i profund. Una moderada oposici\u00f3 dona lloc a una complida ensenyan\u00e7a\u201d (Graci\u00e1n, 2015, p. 156).\u00a0<\/strong><\/p>\n

A tall de conclusi\u00f3. Sigues memorable!<\/strong><\/h3>\n

En el meravell\u00f3s article titulat Hacia una aproximaci\u00f3n de las caracter\u00edsticas del buen docente, <\/em>el doctor Mauro S\u00e1nchez (2020) destaca les creences i els coneixements; les compet\u00e8ncies pedag\u00f2giques; les compet\u00e8ncies socioemocionals i el benestar emocional; i el lideratge transformacional. I l\u2019epicentre i la pedra angular de tot aquest proc\u00e9s \u00e9s, inq\u00fcestionablement, l\u2019alumnat. Per aix\u00f2 hem de crear, com Jes\u00fas Guill\u00e9n titula el seu post, sinergies per a la millora educativa<\/em>. Per tot aix\u00f2 i molt m\u00e9s, ser profe \u00e9s i hauria de ser una professi\u00f3 d\u2019elit perqu\u00e8, si l\u2019educaci\u00f3 cont\u00e9 un tresor, indefectiblement, els profes i les profes, com afirma el doctor Mora, \u201csom la joia de la corona\u201d.<\/p>\n

\n
Refer\u00e8ncies bibliogr\u00e0fiques<\/strong><\/h5>\n

Ardoy, D.N., Collado, J.\u00c1. y Pellicer, I. (2020). Modelos Pedag\u00f3gicos en Educaci\u00f3n F\u00edsica. Publicaci\u00f3n independiente.<\/p>\n

Goleman, D. (2016). El cerebro y la inteligencia emocional: nuevos descubrimientos.<\/em> Barcelona: B de Bolsillo.<\/p>\n

Graci\u00e1n, B. (2015). El arte de la prudencia.<\/em> Barcelona: Temas de Hoy.<\/p>\n

Harari, Y.N. (2018). 21 lessons for the 21 century.<\/em> London: Penguin Random House.<\/p>\n

Ibarrola, B. (2013). Aprendizaje emocionante: neurociencia para el aula. <\/em>Madrid: Ediciones SM.<\/p>\n

Rizzolatti, G. y Sinigaglia, C. (2006). Las neuronas espejo: los mecanismos de la empat\u00eda emocional. <\/em>Barcelona: Paid\u00f3s Ib\u00e9rica.<\/p>\n

Ruiz, H. (2020). \u00bfC\u00f3mo aprendemos? Una aproximaci\u00f3n cient\u00edfica al aprendizaje y la ense\u00f1anza.<\/em> Barcelona: Gra\u00f3.<\/p>\n

S\u00e1nchez, M. (2020). Hacia una aproximaci\u00f3n de las caracter\u00edsticas del buen docente. Direcci\u00f3n y Liderazgo Educativo<\/em>, n\u00ba 7. Recuperado de https:\/\/www.dyle.es\/hacia-una-aproximacion-de-las-caracteristicas-del-buen-docente\/<\/a>\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Tres cosas hacen a la persona discreta: letras, camino y experiencia. Miguel de Cervantes   Un cervell adult cont\u00e9 uns 86.000 milions de neurones, cadascuna de les quals connecta amb uns altres milers; aix\u00f2 suposa unes 100.000.000.000 connexions sin\u00e0ptiques; amb un pes de 1.400-1.500 grams i un consum de glucosa i oxigen del 20-25%, el<\/p>\n","protected":false},"author":508,"featured_media":176,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"tipo":[143],"class_list":{"0":"post-174","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-general","8":"tipo-opinio"},"yoast_head":"\nSer profe, una professi\u00f3 d\u2019elit - Espiral, educaci\u00f3n y tecnolog\u00eda<\/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\/espiral\/2021\/05\/30\/ser-profe-una-professio-delit\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Ser profe, una professi\u00f3 d\u2019elit - Espiral, educaci\u00f3n y tecnolog\u00eda\" \/>\n<meta property=\"og:description\" content=\"Tres cosas hacen a la persona discreta: letras, camino y experiencia. 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