{"id":1282,"date":"2016-03-02T07:57:58","date_gmt":"2016-03-02T07:57:58","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=1282"},"modified":"2024-05-13T18:30:21","modified_gmt":"2024-05-13T16:30:21","slug":"transformar-leducacio","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2016\/03\/02\/transformar-leducacio\/","title":{"rendered":"Transformar l’educaci\u00f3"},"content":{"rendered":"

Hi ha nombroses veus en el camp pedag\u00f2gic\u00a0del pa\u00eds, tant a nivell individual\u00a0com organitzacional, de naturalesa\u00a0molt diferent, que estan posant el punt\u00a0de mira en la necessitat de transformar l’educaci\u00f3.\u00a0La paraula transformaci\u00f3\u00a0s\u2019identifica amb el mot canvi. Un canvi\u00a0en profunditat. Hem pogut comprovar\u00a0que les simples modificacions cosm\u00e8tiques, \u00a0amb directrius extenses, centralitzades\u00a0i, sovint, r\u00edgides, fruit de llargs processos de debat pol\u00edtic, tenen un\u00a0impacte esc\u00e0s. Solen ser pr\u00f2pies de qui\u00a0nom\u00e9s construeix des de dalt i solen generar\u00a0amplis processos burocr\u00e0tics que\u00a0nom\u00e9s comporten dificultats perqu\u00e8 el\u00a0canvi real es produeixi on realment s\u2019ha\u00a0de produir: a l\u2019aula, al centre docent.<\/p>\n

\"F100008313\"<\/a>En la idea de transformar l\u2019educaci\u00f3,\u00a0hi ha un aspecte nuclear: quin ciutad\u00e0,\u00a0quina ciutadana volem educar? I, en\u00a0conseq\u00fc\u00e8ncia, quins s\u00f3n els trets fonamentals\u00a0que ha de tenir la nostra societat,\u00a0com han de ser els nostres espais\u00a0de viv\u00e8ncia i de conviv\u00e8ncia? No podem\u00a0oblidar la premissa imprescindible:\u00a0estem al segle xxi i l\u2019evoluci\u00f3 social,\u00a0cient\u00edfica i del coneixement genera uns condicionants que no es poden obviar,\u00a0ni a nivell social, ni a nivell cultural, ni a\u00a0nivell educatiu i escolar.<\/p>\n

Atrevir-nos a contestar el repte que plantej\u00e0vem\u00a0al par\u00e0graf anterior pot ser paradoxalment\u00a0senzill. El que segur que ens\u00a0pot passar \u00e9s que ens perdem en el m\u00f3n\u00a0del llenguatge i que entrem en el que ens\u00a0ha passat sovint: que tothom s\u2019apropi\u00ef de\u00a0les paraules per donar-los significats no\u00a0tan sols diferents, sin\u00f3 fins i tot oposats. Pensem,\u00a0per exemple, en la cultura de l\u2019esfor\u00e7.\u00a0O que, al contrari, paraules de valor es\u00a0vegin arraconades, com \u00e9s l\u2019an\u00e0lisi de\u00a0la \u00abqualitat\u00bb que el Jordi Canelles feia al\u00a0n\u00famero de gener d\u2019aquesta revista, que\u00a0us convidem a rellegir. No podem oblidar\u00a0que el binomi format per l\u2019educaci\u00f3\u00a0i la societat van estretament lligats i, \u00a0per tant, l’educaci\u00f3 t\u00e9 un component ideol\u00f2gic important, mai no \u00e9s neutral i entronca en el que d\u00e8iem m\u00e9s amunt, en el ciutad\u00e0 que volem. Mirem, si no,\u00a0com hi han sabut trobar el m\u00e0xim com\u00fa\u00a0denominador els pa\u00efsos amb sistemes\u00a0educatius avan\u00e7ats.<\/p>\n

El punt de partida hauria de ser consensuar\u00a0uns principis b\u00e0sics i irrenunciables\u00a0per a tot el sistema educatiu que\u00a0defineixin clarament aquells aspectes\u00a0pedag\u00f2gics imprescindibles per a tota\u00a0la poblaci\u00f3. Tothom ha de poder desenvolupar\u00a0el seu projecte de vida dignament,\u00a0sense riscos de patir exclusi\u00f3\u00a0social. I, despr\u00e9s, deixar un ampli marge\u00a0d\u2019autonomia territorial i de centre.<\/p>\n

L\u2019educaci\u00f3 t\u00e9 un component\u00a0ideol\u00f2gic important, mai no \u00e9s\u00a0neutral i entronca en el ciutad\u00e0\u00a0que volem.<\/p><\/blockquote>\n

Compartir aquests pressup\u00f2sits did\u00e0ctics comuns ens obre la possibilitat de trobar camins molt diferents que esdevinguin projectes d’escola i metodologies d’aula contrastats cient\u00edficament.\u00a0Convidar\u00edem a rellegir l\u2019article de reflexi\u00f3\u00a0de Jaume Carbonell (\u00abDe qu\u00e8 parlem\u00a0quan parlem de les pedagogies del segle\u00a0xxi\u00bb), publicat al Guix n\u00famero 421,\u00a0perqu\u00e8 ens d\u00f3na unes argumentacions unes pistes excel\u00b7lents en aquest sentit.<\/p>\n

Molts centres educatius del nostre pa\u00eds\u00a0han comen\u00e7at aquests camins de transformaci\u00f3\u00a0i els va molt b\u00e9. Han de ser els\u00a0nostres punts de refer\u00e8ncia. En for\u00e7a\u00a0casos, han hagut de dur a terme el\u00a0seu projecte pedag\u00f2gic bastant al l\u00edmit\u00a0i patint dificultats. Cal estudiar-los en\u00a0profunditat, analitzar quins processos\u00a0d\u2019innovaci\u00f3, recerca, formaci\u00f3, treball\u00a0col\u00b7lectiu i cooperatiu han utilitzat per tal\u00a0que aquestes experi\u00e8ncies, acompanyades\u00a0d\u2019eines, de recursos i de confian\u00e7a,\u00a0puguin contribuir a facilitar que uns altres\u00a0centres educatius inici\u00efn els processos\u00a0de canvi conscient i conven\u00e7ut.<\/p>\n

Aquesta revoluci\u00f3, que no \u00e9s una simple\u00a0evoluci\u00f3, requereix unes condicions\u00a0b\u00e0siques que considerem que comparteixen tots els centres que han iniciat\u00a0processos de transformaci\u00f3: un proc\u00e9s\u00a0educatiu centrat en l\u2019infant, en el seu\u00a0aprenentatge real i en el seu benestar.\u00a0Cal tenir en compte les necessitats formatives\u00a0de la ciutadania del segle xxi.\u00a0\u00c9s important establir un funcionament\u00a0democr\u00e0tic en el m\u00f3n educatiu, hem\u00a0de tenir en compte que la participaci\u00f3\u00a0en la presa de decisions implica m\u00e9s\u00a0identificaci\u00f3 i comprom\u00eds per part de\u00a0tota la comunitat docent i social.<\/p>\n

S\u00f3n nombroses les grans organitzacions\u00a0que estan mirant\u00a0d\u2019aportar pensament i experi\u00e8ncia\u00a0a aquesta transformaci\u00f3\u00a0educativa.<\/p><\/blockquote>\n

Una\u00a0obertura necess\u00e0ria del centre, no oblidem\u00a0que l\u2019aprenentatge es produeix en\u00a0molts \u00e0mbits i l\u2019escola ha de recollir-los\u00a0interactuant amb l\u2019entorn, per\u00f2, sobretot,\u00a0a partir de les experi\u00e8ncies que aporten\u00a0els mateixos aprenents. Un sistema\u00a0de configuraci\u00f3 d\u2019equips de centre que\u00a0permeti una vinculaci\u00f3 al projecte, generant\u00a0el desenvolupament dels talents\u00a0que t\u00e9 el professorat, no oblidem que\u00a0estem passant de l\u2019\u00e8poca del gran mestre\u00a0individual al gran equip. Un lideratge\u00a0pedag\u00f2gic que esdevingui motor\u00a0d\u2019aquest canvi de manera conscient,\u00a0argumentada i compartida. I aquestes caracter\u00edstiques haurien d’anar acompanyades d’una\u00a0administraci\u00f3\u00a0m\u00e9s permeable al canvi. En realitat,\u00a0hauria de ser facilitadora i promotora d’aquests canvis.<\/p>\n

D\u00e8iem al principi que s\u00f3n nombroses\u00a0les grans organitzacions que estan mirant\u00a0d\u2019aportar pensament i experi\u00e8ncia\u00a0a aquesta transformaci\u00f3 educativa. En\u00a0l\u2019article de reflexi\u00f3, hi veureu la l\u00ednia del\u00a0F\u00f2rum de Sevilla. Per\u00f2 no volem acabar\u00a0sense afirmar quelcom que hem intentat\u00a0transmetre en tot el text: la import\u00e0ncia\u00a0del treball de base. Fa pocs dies,\u00a0pass\u00e0vem una vetllada en un menjador\u00a0d\u2019una casa de poble amb quatre fam\u00edlies que, apassionadament, estan cercant\u00a0aquesta transformaci\u00f3 per a l’educaci\u00f3 \u00a0de les seves filles i dels seus\u00a0fills. Al darrere de tot plegat, hi ha quelcom\u00a0tan senzill, hum\u00e0 i quotidi\u00e0 com el\u00a0somni. Quina escola somiem per als\u00a0nostres infants? Pregunta que t\u00e9 l\u2019altra\u00a0cara de m\u00e0xima complexitat: quin m\u00f3n\u00a0els estem deixant? Com podem ajudarlos\u00a0perqu\u00e8 puguin construir-lo molt millor\u00a0? Pensem-hi<\/p>\n

Font:<\/strong> Revista Guix n.422. Clic aqu\u00ed<\/a><\/strong><\/span>.<\/p>\n","protected":false},"excerpt":{"rendered":"

En la idea de transformar l\u2019educaci\u00f3, hi ha un aspecte nuclear: quin ciutad\u00e0, quina ciutadana volem educar? I, en conseq\u00fc\u00e8ncia, quins s\u00f3n els trets fonamentals que ha de tenir la nostra societat, com han de ser els nostres espais de viv\u00e8ncia i de conviv\u00e8ncia?<\/p>\n","protected":false},"author":524,"featured_media":1283,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[222,284,155,115],"tags":[266,104,132,199,97],"tipo":[],"class_list":{"0":"post-1282","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-diagnostics-organitzatius","8":"category-finalitats-de-leducacio","9":"category-funcio-social-de-lensenyament","10":"category-reflexio","11":"tag-comunitat-educativa","12":"tag-educacio-transformadora","13":"tag-educar","14":"tag-escola","15":"tag-grao"},"yoast_head":"\nTransformar l'educaci\u00f3 - 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\/03\/02\/transformar-leducacio\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Transformar l'educaci\u00f3 - L'escola gra\u00f3 a gra\u00f3\" \/>\n<meta property=\"og:description\" content=\"En la idea de transformar l\u2019educaci\u00f3, hi ha un aspecte nuclear: quin ciutad\u00e0, quina ciutadana volem educar? 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