{"id":1268,"date":"2016-02-04T08:00:20","date_gmt":"2016-02-04T08:00:20","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=1268"},"modified":"2024-05-13T18:30:21","modified_gmt":"2024-05-13T16:30:21","slug":"subjuntiu","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2016\/02\/04\/subjuntiu\/","title":{"rendered":"Subjuntiu"},"content":{"rendered":"

Que mon\u00f2tona que \u00e9s la immortalitat del present! (G. Steiner)<\/strong><\/p>\n

A Gram\u00e1ticas de la creaci\u00f3n<\/em>, George Steiner presenta una idea que ens sembla d\u2019una import\u00e0ncia rellevant. La humanitzaci\u00f3, \u00e9s a dir, que un \u00e9sser comenci a ser home o dona, t\u00e9 lloc al neol\u00edtic, no tant perqu\u00e8 aquest \u00e9sser esdevingui sedentari, ni perqu\u00e8 s\u2019inici\u00ef l\u2019agricultura i, amb ella, la cer\u00e0mica i tota una cultura determinada, sin\u00f3 perqu\u00e8 \u00e9s al neol\u00edtic quan es conjuga el futur per primera vegada i, per tant i conseg\u00fcentment, tamb\u00e9 el subjuntiu. \u00c9s a dir, el que fa que un \u00e9sser sigui hum\u00e0 \u00e9s aquesta condici\u00f3 de poder pensar que les coses no nom\u00e9s s\u00f3n, sin\u00f3 que tenen la possibilitat de ser (i de no ser) i de ser d\u2019una manera diferent de com s\u00f3n. Per tant, creiem nosaltres, deu ser en el neol\u00edtic quan neix l\u2019acte educatiu. L\u2019acte educatiu conjuga en subjuntiu.<\/p>\n

El fet de plantar una llavor ens remet inevitablement al futur per primera vegada. Pensar que aquesta llavor germinar\u00e0 i que en creixer\u00e0 una planta que, al mateix temps, donar\u00e0 de nou un fruit semblant al que hem utilitzat per sembrar deu ser el primer acte hum\u00e0 conscient i voluntari que ens obliga a marxar del present immediat (tinc gana i recullo el menjar o ca\u00e7o) i ens mena a pensar en futur (en un temps lluny\u00e0, recollir\u00e9 el menjar, malgrat que avui tingui gana). Alhora, per\u00f2, podria ser que la planta no germin\u00e9s o b\u00e9 que don\u00e9s un fruit lleugerament diferent del que esperem o que, una vegada aconseguit aquest fruit, una circumst\u00e0ncia natural (una tempesta, per exemple) ens el malmet\u00e9s i, per tant, el perd\u00e9ssim. Aix\u00ed doncs, el futur comporta necess\u00e0riament el subjuntiu<\/strong>, \u00e9s a dir, la possibilitat que les coses siguin diferentment de com les hem imaginat o de com voldr\u00edem que fossin.<\/p>\n

A l\u2019escola, ens van ensenyar les conjugacions verbals i les sab\u00edem recitar perfectament com a lloros. En coneix\u00edem els modes, els temps i les persones, les d\u00e8iem del dret i del rev\u00e9s i, malgrat tot, no vam entendre res del valor que tenien. A mesura que ens an\u00e0vem fent grans, per\u00f2, ens an\u00e0vem enfrontant amb els nostres fracassos, \u00e9s a dir, amb les grans decepcions que comporta pensar que les coses nom\u00e9s poden ser com nosaltres esperem que siguin, amb els terribles desenganys que genera comprovar que el que volem no \u00e9s el que s\u2019esdev\u00e9, i \u00e9s que, malgrat que sab\u00e9ssim recitar tots els temps i les persones del subjuntiu, no n\u2019hav\u00edem ent\u00e8s el significat: que estudi\u00ef no vol dir que aprovi, que treballi no vol dir que reculli, que esperi no vol dir que arribis, que m\u2019enamori no vol dir que m\u2019estimis.<\/p>\n

Per sort, a la vida hem apr\u00e8s que, com m\u00e9s conjuguem el subjuntiu, menys existeix el frac\u00e0s, perqu\u00e8 menys certeses tenim i m\u00e9s possibilitats obrim, perqu\u00e8 les coses no s\u00f3n, sin\u00f3 que tamb\u00e9 poden no ser i, alhora, poden ser de moltes maneres diverses.<\/p><\/blockquote>\n

L\u2019educaci\u00f3 deu tenir a veure amb ensenyar a passar del paleol\u00edtic al neol\u00edtic, \u00e9s a dir, a passar de l\u2019indicatiu al subjuntiu<\/strong>, de \u00ables coses s\u00f3n\u00bb a \u00ables coses poden ser\u00bb, a passar de l\u2019afirmaci\u00f3 incondicional a la possibilitat adverbial. Aix\u00ed doncs, l\u2019acte d\u2019educar potser, m\u00e9s que crear seguretats, obre incerteses, ens aboca a la possibilitat de pensar diferentment de com penso, en definitiva, m\u00e9s que donar respostes, planteja preguntes.<\/p>\n

Educar en condicional vol dir, tamb\u00e9, pensar que, a molt estirar, el que fem els qui ens dediquem a aquest ofici de l\u2019educaci\u00f3 \u00e9s crear condicions, generar contextos perqu\u00e8 l\u2019altre es pugui educar, ja que, en el fons, qui s\u2019educa \u00e9s cadasc\u00fa, la responsabilitat de ser educat rau en un mateix. L\u2019educador, doncs, el que fa \u00e9s adobar el terreny, facilitar entorns, oferir possibilitats i esperar. Poca cosa m\u00e9s. Educar en subjuntiu \u00e9s entendre la fragilitat de l\u2019acte educatiu.<\/p>\n

FONT:<\/strong> Revista Guix n.420. Clic aqu\u00ed<\/a><\/strong>.<\/p>\n","protected":false},"excerpt":{"rendered":"

El que fa que un \u00e9sser sigui hum\u00e0 \u00e9s la condici\u00f3 de poder pensar que les coses no nom\u00e9s s\u00f3n, sin\u00f3 que tenen la possibilitat de ser (i de no ser) i de ser d\u2019una manera diferent de com s\u00f3n. <\/p>\n","protected":false},"author":560,"featured_media":1269,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[101,251,123,143],"tags":[99,132,147],"tipo":[],"class_list":{"0":"post-1268","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-desenvolupament-personal","8":"category-educacio-afectivaemocional","9":"category-evolucio-i-maduracio","10":"category-filosofia-de-leducacio","11":"tag-creixement-huma","12":"tag-educar","13":"tag-visio-del-mon"},"yoast_head":"\nSubjuntiu - L'escola gra\u00f3 a gra\u00f3<\/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\/grao\/2016\/02\/04\/subjuntiu\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Subjuntiu - 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