{"id":1337,"date":"2016-04-05T06:58:57","date_gmt":"2016-04-05T06:58:57","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=1337"},"modified":"2024-05-13T18:30:22","modified_gmt":"2024-05-13T16:30:22","slug":"circumstancia","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2016\/04\/05\/circumstancia\/","title":{"rendered":"Circumst\u00e0ncia"},"content":{"rendered":"

Per qu\u00e8 estem tan acostumats a pensar que les coses han de ser d\u2019una manera determinada i nom\u00e9s d\u2019aquella? Per qu\u00e8 es confon el rigor amb la rigidesa? Per qu\u00e8 el que val per a un ha de valdre per a tothom i el que val per a molts ha de valdre per a aquell que \u00e9s un? Generalitzar no comporta perdre el respecte a l\u2019original, a l\u2019\u00fanic, al singular? Si hi ha norma, si hi ha llei, com no pot ser igual per a tothom?<\/p>\n

\"GU42223\"<\/a>
Tu(1), Tu(2), Tu(3). Autor: Isidre Manils.<\/figcaption><\/figure>\n

A les escoles, s\u2019ha entrat en la din\u00e0mica de les normatives, dels reglaments de r\u00e8gim intern, eufem\u00edsticament anomenats darrerament plans de conviv\u00e8ncia<\/em> i normes d\u2019organitzaci\u00f3 i funcionament<\/em>, amb un grau de detallisme de faltes i conseq\u00fc\u00e8ncies que, a vegades, s\u2019acosten al rid\u00edcul i a l\u2019impossible. Aix\u00f2, per\u00f2, no \u00e9s res m\u00e9s que el mateix que passa a l\u2019esfera social i p\u00fablica. Absolutament tot ha d\u2019estar normativitzat, reglamentat amb un sistema acurat de c\u00e0stigs i sancions. Mireu, si no, les ordenances municipals d\u2019alguna poblaci\u00f3 que pretenen prohibir aspectes tan quotidians com fins i tot menjar al carrer.<\/p>\n

Alhora, per\u00f2, aquesta exageraci\u00f3 de la normativitzaci\u00f3 de la vida p\u00fablica i personal va acompanyada d\u2019una certa sensaci\u00f3 que tot \u00e9s perm\u00e8s, que tot s\u2019hi val, que no hi ha l\u00edmits per al comportament de cadasc\u00fa i que la suposada llibertat individual est\u00e0 per damunt de qualsevol cosa. Possiblement, un fet no \u00e9s m\u00e9s que la conseq\u00fc\u00e8ncia de l\u2019altre, tot i que la dificultat es trobi a discernir quin \u00e9s l\u2019origen de cada situaci\u00f3 i quin, el resultat.<\/p>\n

Davant d\u2019aquesta manera d\u2019actuar, i molt especialment a l\u2019escola, cal atendre la circumst\u00e0ncia per damunt de la norma, posar la persona abans que la llei, perqu\u00e8 l\u2019acte d\u2019educar \u00e9s un acte dual que es d\u00f3na certament en contextos socials. \u00c9s sempre un acte que t\u00e9 lloc inevitablement entre dues persones i nom\u00e9s entre elles dues. Atendre la circumst\u00e0ncia parla de la sensibilitat per entendre que res \u00e9s repetible, ni les situacions, ni les persones. L\u2019acte educatiu, que sempre t\u00e9 lloc en escenaris canviants, amb actors canviants, demana intentar donar sempre la millor resposta a aquella situaci\u00f3 que necess\u00e0riament \u00e9s sempre nova. Per aix\u00f2, educar, educar-se, \u00e9s cansat i per aix\u00f2 calen, a les escoles, a les llars, als esplais, moments de calma, moments de pausa.<\/p>\n

Admetre el valor circumstancial de l\u2019acte educatiu comporta estar disposat a tenir molt poques certeses, a assumir el car\u00e0cter lleuger de l\u2019educaci\u00f3. Si es pot admetre que res \u00e9s repetible, que el que va servir ahir possiblement no servir\u00e0 avui, perqu\u00e8 cada temps \u00e9s un temps nou, admetre, d\u00e8iem, aquesta possibilitat demana estar disposat a no voler viure en la seguretat que d\u00f3na la visi\u00f3 c\u00edclica i \u00fanica de les coses. S\u2019obre, llavors, la necessitat de viure en interpretaci\u00f3 permanent, de saber llegir i traduir cada instant, cada mirada, cada gest de l\u2019altre. Vet aqu\u00ed, doncs, que l\u2019educaci\u00f3 i l\u2019art s\u00f3n bons companys de cam\u00ed.<\/p>\n

Escoltar, llegir, entendre, interpretar el que ens diuen els infants i els joves \u00e9s necess\u00e0riament una obertura, una disponibilitat per deixar prejudicis, prescripcions, previsions i atendre el moment, la situaci\u00f3, la circumst\u00e0ncia que d\u00f3na valor a la crida i a la resposta que defineixen aquell acte educatiu que ser\u00e0 \u00fanic i irrepetible.<\/p>\n","protected":false},"excerpt":{"rendered":"

Com podem afirmar encara que un \u00e9s el mateix a casa que a la feina, entre els amics que davant dels pares, avui que fa deu anys o el que ser\u00e0 d\u2019aqu\u00ed a deu anys m\u00e9s?<\/p>\n","protected":false},"author":560,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[101,143,115],"tags":[100,122,176,132,199,97,144],"tipo":[],"class_list":["post-1337","post","type-post","status-publish","format-standard","category-desenvolupament-personal","category-filosofia-de-leducacio","category-reflexio","tag-creixement-personal","tag-educacio-afectiva","tag-educacio-emocional","tag-educar","tag-escola","tag-grao","tag-interpretacions"],"yoast_head":"\nCircumst\u00e0ncia - 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\/04\/05\/circumstancia\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Circumst\u00e0ncia - 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