{"id":108,"date":"2014-05-29T01:53:54","date_gmt":"2014-05-29T01:53:54","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=108"},"modified":"2024-05-13T18:30:10","modified_gmt":"2024-05-13T16:30:10","slug":"pagina-10-exercici-3-analitza-sintacticament-i-morfologicament-fins-quan","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2014\/05\/29\/pagina-10-exercici-3-analitza-sintacticament-i-morfologicament-fins-quan\/","title":{"rendered":"“P\u00e0gina 10. Exercici 3: Analitza sint\u00e0cticament i morfol\u00f2gicament” Fins quan?"},"content":{"rendered":"

Cada curs escolar, em formulo\u00a0la mateixa pregunta:\u00a0Com \u00e9s possible que en un\u00a0\u00e0mbit del coneixement com\u00a0el de l\u2019ensenyament de les\u00a0lleng\u00fces, on el consens en\u00a0la investigaci\u00f3 did\u00e0ctica \u00e9s\u00a0tan alt, any rere any continuem\u00a0amb la mateixa cantarella?<\/p>\n

Sortosament, fa molt que\u00a0un bon nombre de docents\u00a0no la reprodueixen. Per\u00f2\u00a0encara \u00e9s possible sentir-la en moltes aules.<\/p>\n

Recordo que fa un temps, despr\u00e9s d\u2019una sessi\u00f3 esgotadora\u00a0en qu\u00e8 els alumnes havien de fer un escrit per comunicar-se amb uns altres alumnes que havien de\u00a0venir al nostre institut, en el marc d\u2019uns programes europeus,\u00a0un alumne em va dir que treballar, el que es\u00a0diu treballar llengua, \u00e9s \u00abquan fem an\u00e0lisis sint\u00e0ctiques\u00a0i morfol\u00f2giques\u00bb i, sobretot, \u00abel concurs del pret\u00e8rit plusquamperfet\u00bb. Aquest comentari contenia\u00a0moltes idees que es poden trobar a la base d\u2019aquesta\u00a0resist\u00e8ncia al canvi.<\/p>\n

Aprendre a comprendre, a llegir i a escriure, a parlar i\u00a0a conversar \u00e9s aprendre a comunicar-nos amb progressiva correcci\u00f3\u00a0en els diferents \u00e0mbits de l\u2019activitat\u00a0social. I cada \u00e0mbit social utilitza uns g\u00e8neres de textos,\u00a0o g\u00e8neres discursius, que requereixen un tipus de\u00a0llenguatge. No \u00e9s el mateix escriure la ressenya d\u2019un\u00a0llibre que preparar un informe de laboratori, les normes\u00a0de la biblioteca, aixecar una acta, argumentar una\u00a0idea, escriure una entrada en un blog o fer una explicaci\u00f3\u00a0oral. En cadascun d\u2019aquests exemples, utilitzem\u00a0el llenguatge d\u2019una manera diferent. \u00c9s a dir, aprendre llengua \u00e9s aprendre a utilitzar els diferents g\u00e8neres\u00a0discursius, i aquests tenen una funci\u00f3 social determinada\u00a0que exigeix que fem servir unes formes ling\u00fc\u00edstiques\u00a0espec\u00edfiques. Aix\u00ed de senzill i aix\u00ed de complex.<\/p>\n

\n

La nostra tasca com a professors \u00e9s precisament\u00a0ensenyar els estudiants a utilitzar adequadament el llenguatge en els diferents\u00a0\u00e0mbits de l\u2019activitat social, perqu\u00e8 aix\u00f2 \u00e9s\u00a0el que necessitaran en la seva vida di\u00e0ria<\/p>\n<\/blockquote>\n

Es tracta d\u2019un proc\u00e9s llarg, perqu\u00e8 mai s\u2019acaba d\u2019aprendre,\u00a0i complex, perqu\u00e8 abasta multitud de variables. Contr\u00e0riament, una an\u00e0lisi sint\u00e0ctica \u00e9s un\u00a0producte delimitat, controlable i, sobretot, mesurable.\u00a0La resposta al pret\u00e8rit perfet del verb estimar \u00e9s un\u00edvoca,\u00a0la s\u00e9 o no la s\u00e9, en puc fer un concurs i obtenir 8\u00a0encerts sobre 10. Aix\u00f2 proporciona als alumnes una\u00a0estranya satisfacci\u00f3, i als professors una pauta clara.\u00a0Potser sigui part de l\u2019explicaci\u00f3 d\u2019aquesta perviv\u00e8ncia\u00a0<\/em>persistent.<\/em><\/p>\n

Tanmateix, la nostra tasca com a professors \u00e9s precisament\u00a0ensenyar els estudiants a utilitzar adequadament\u00a0el llenguatge en els diferents \u00e0mbits de l\u2019activitat\u00a0social, perqu\u00e8 aix\u00f2 \u00e9s el que necessitaran en la seva\u00a0vida di\u00e0ria, i saber-ho fer o no condicionar\u00e0 el seu futur\u00a0potser m\u00e9s que qualsevol altre aprenentatge. Poques\u00a0coses diferencien m\u00e9s una persona que llegir un escrit\u00a0seu o escoltar com explica alguna cosa.<\/p>\n

Per aix\u00f2 \u00e9s fonamental ensenyar l\u2019alumnat a \u00abrecon\u00e8ixer\u00a0els g\u00e8neres\u00bb, a veure quina funci\u00f3 desenvolupen\u00a0en cada cas i la llengua que utilitzen per tal d\u2019acomplir\u00a0aquesta funci\u00f3. Hem de mostrar-los \u00ables marques\u00bb\u00a0que els ajudaran a interpretar-los, els connectors que utilitzen, el conjunt d’elements que els formen. Les paraules\u00a0i les formes. Per fer-ho, hem de mostrar, guiar,\u00a0\u00abreproduir\u00bb i crear, o reproduir tot creant. I fer-ho moltes\u00a0vegades, en context i amb sentit. No s\u2019apr\u00e8n a llegir\u00a0i a escriure en general, s\u2019apr\u00e8n a fer-ho en cada\u00a0situaci\u00f3 social i utilitzant el llenguatge (el g\u00e8nere discursiu) que li \u00e9s propi.\u00a0Efectivament, \u00e9s un proc\u00e9s\u00a0complex i dilatat en el temps. Per\u00f2 \u00e9s tamb\u00e9 un proc\u00e9s que omple de sentit l\u2019activitat de l\u2019aula.<\/p>\n

Podeu accedir a la lectura completa d’aquest article amb les respostes rebudes al f\u00f2rum adre\u00e7ant-vos a aquest\u00a0enlla\u00e7<\/a>.<\/strong><\/p>\n

Font:\u00a0<\/strong>Revista Dotze18, n\u00fam. 5. Gra\u00f3, 2013<\/p>\n","protected":false},"excerpt":{"rendered":"

Pilar P\u00e9rez afirma que \u00abuna an\u00e0lisi sint\u00e0ctica \u00e9s un producte delimitat, controlable i, sobretot, mesurable. Tanmateix, la nostra tasca com a professors \u00e9s precisament ensenyar els estudiants a utilitzar adequadament el llenguatge en els diferents \u00e0mbits de l\u2019activitat social, perqu\u00e8 aix\u00f2 \u00e9s el que necessitaran en la seva vida di\u00e0ria, i saber-ho fer o no condicionar\u00e0 el seu futur potser m\u00e9s que qualsevol altre aprenentatge.<\/p>\n","protected":false},"author":527,"featured_media":137,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[112,113,115],"tags":[114],"tipo":[],"class_list":{"0":"post-108","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-didactica-de-la-llengua","8":"category-gramatica","9":"category-reflexio","10":"tag-morfosintaxi"},"yoast_head":"\n"P\u00e0gina 10. 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