{"id":1403,"date":"2016-06-01T05:54:24","date_gmt":"2016-06-01T05:54:24","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=1403"},"modified":"2024-05-13T18:30:22","modified_gmt":"2024-05-13T16:30:22","slug":"lavaluacio-del-professorat","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2016\/06\/01\/lavaluacio-del-professorat\/","title":{"rendered":"L’avaluaci\u00f3 del professorat"},"content":{"rendered":"

\"writing-828911_960_720\"<\/a>Sembla que els rumors van prenent forma. Els mitjans de comunicaci\u00f3 anuncien que, en el marc del Pacte Educatiu de la Comunitat de Madrid, s\u2019hi inclour\u00e0 l\u2019avaluaci\u00f3 del professorat. \u00c9s curi\u00f3s que sigui aquesta la mesura destacada de tot un pacte. Avancen que ser\u00e0 de car\u00e0cter intern i extern, sense descartar-ne que pugui tenir un car\u00e0cter obligatori. Tamb\u00e9 s\u2019hi apunta l\u2019avaluaci\u00f3 de l\u2019impacte de la formaci\u00f3 en els resultats de l\u2019alumnat.<\/p>\n

La cultura de l\u2019avaluaci\u00f3 \u00e9s potser una de les assignatures pendents del nostre sistema educatiu. Per\u00f2, realment, quina cultura d\u2019avaluaci\u00f3 s\u2019est\u00e0 promovent?<\/strong> Una mirada a la hist\u00f2ria de l\u2019educaci\u00f3 a mitj\u00e0 termini ens en pot donar algunes respostes. Despr\u00e9s de la Segona Guerra Mundial, i davant de la barb\u00e0rie viscuda, existeix un fort moviment social i pol\u00edtic europeu que veu en l\u2019educaci\u00f3 la soluci\u00f3 perqu\u00e8 no es repeteixin aquests erros humans tan atro\u00e7os. Alguns historiadors de l\u2019educaci\u00f3 l\u2019han anomenat \u00abel temps de fe cega en l\u2019educaci\u00f3\u00bb. Paral\u00b7lelament, tamb\u00e9 es va forjant el creixement d\u2019altres pilars de l\u2019Estat del benestar, destacant-ne la sanitat. Pensem durant un moment el buit absolut d\u2019aquesta etapa al nostre Estat. Al cap d\u2019un temps, s\u2019aprecia l\u2019evid\u00e8ncia, l\u2019educaci\u00f3 sola no pot i es comencen a posar en q\u00fcesti\u00f3.<\/p>\n

Dins de l\u2019\u00e0mbit anglosax\u00f3, hi apareix el moviment accountability<\/em>, que considera que l\u2019educaci\u00f3 i els serveis p\u00fablics en general han de retre comptes. En un per\u00edode posterior, es comen\u00e7a a considerar que la gesti\u00f3 privada \u00e9s efica\u00e7 i es creu que els serveis p\u00fablics milloraran si es basen en el paradigma de la rendibilitat econ\u00f2mica i dels resultats. En aquest context, tenen sentit les proves estandarditzades universals, que, en definitiva, es justifiquen com a base d\u2019avaluaci\u00f3 i d\u2019introducci\u00f3 d\u2019elements de millora del sistema, moltes vegades amb tend\u00e8ncies verticals i centralitzades, i incideixen en les veritables decisions curriculars i pedag\u00f2giques que condicionen la vida di\u00e0ria al centre i a l\u2019aula.<\/p>\n

El punt de partida del concepte d\u2019avaluaci\u00f3 a la nostra cultura t\u00e9 un car\u00e0cter punitiu, amena\u00e7ador, inquietant. Potser el primer pas \u00e9s entendre l\u2019avaluaci\u00f3 com tantes vegades ha repetit Neus Sanmart\u00ed en l\u2019\u00e0mbit de l\u2019alumnat: cal avaluar per aprendre. L\u2019avaluaci\u00f3 \u00e9s un proc\u00e9s continu que necessita una diversitat d\u2019agents: el primer i m\u00e9s important \u00e9s la persona -autoavaluaci\u00f3-; en segon lloc, els iguals -coavaluaci\u00f3-, i, seguidament, uns altres agents que poden ser interns i externs al centre.<\/p>\n

En educaci\u00f3, i tamb\u00e9 a la nostra cultura, l\u2019error no s\u2019hi tolera, al contrari. En canvi, les nostres experi\u00e8ncies vitals i professionals demostren que el grau m\u00e9s elevat d\u2019aprenentatge s\u2019ha produ\u00eft quan ens hem equivocat i hem treballat a partir de l\u2019error. \u00c9s evident que hi ha d\u2019haver una actitud constructiva de millora.<\/p><\/blockquote>\n

Des del paradigma que estem definint, l\u2019avaluaci\u00f3 no t\u00e9 un car\u00e0cter simple, sin\u00f3 que s\u2019estableix com l\u2019eix, en dir\u00edem m\u00e9s important, per a l\u2019aprenentatge i tamb\u00e9 per al creixement professional. Tamb\u00e9 requereix una base sist\u00e8mica que potenci\u00ef l\u2019autonomia del centre educatiu i la professional, en el marc d\u2019un projecte pedag\u00f2gic com\u00fa.<\/p>\n

Aquesta perspectiva teixeix una xarxa d\u2019aprenentatge i professionalitzaci\u00f3 en el propi centre i en d\u2019altres. D\u2019aquesta manera es constitueixen comunitats de pr\u00e0ctica<\/strong>. Estem potenciant un model d\u2019ensenyant planificador, que pot prendre les decisions pedag\u00f2giques m\u00e9s rellevants en un marc de col\u00b7laboraci\u00f3 i amb una actitud investigadora de la seva pr\u00f2pia acci\u00f3. Per aix\u00f2, hi ha la capacitat de decisi\u00f3 en l\u2019\u00e0mbit curricular -al centre i a l\u2019aula-, com tamb\u00e9 la gesti\u00f3 de l\u2019espai i del temps escolars. Estarem entrant en l\u2019\u00e0mbit de l\u2019efici\u00e8ncia, desenvolupant al m\u00e0xim les capacitats, les habilitats, els interessos, etc. En definitiva, les compet\u00e8ncies b\u00e0siques en el context concret i en cadascun dels nens i de les nenes. No oblidem que la prospecci\u00f3 educativa t\u00e9 com una de les primeres fites la personalitzaci\u00f3 de l\u2019aprenentatge.<\/p>\n

L\u2019altra gran q\u00fcesti\u00f3 que ens plantegem \u00e9s qui avalua. Ja hem comentat la import\u00e0ncia d\u2019un mateix i dels iguals, per\u00f2 cal reflexionar sobre el paper dels equips directius i de la inspecci\u00f3. Els equips directius tenen un dilema, que es pot solucionar en funci\u00f3 de com es plantegi l\u2019avaluaci\u00f3: o aplicar els criteris que els arriben des d\u2019inst\u00e0ncies superiors o ser dinamitzadors d\u2019aquestes din\u00e0miques avaluatives que anem explicitant. En aquest segon paradigma, s\u00f3n necessaris els altres dos \u00e0mbits de l\u2019autonomia: l\u2019organitzativa i l\u2019econ\u00f2mica i de gesti\u00f3. La inspecci\u00f3 t\u00e9 tres grans funcions: vetllar perqu\u00e8 es compleixi la normativa; el desenvolupament i la concreci\u00f3 administrativa, i l\u2019orientaci\u00f3 pedag\u00f2gica. No se\u2019ns escapa que, segons si prioritza la segona o la tercera, tamb\u00e9 se situar\u00e0 en un paradigma o en un altre.<\/p>\n

Hem intentat reflectir la complexitat de l\u2019avaluaci\u00f3, que \u00e9s la mateixa que la del propi sistema educatiu, el qual, sortosament, est\u00e0 format per persones diverses i diferents. El professorat i els centres han d\u2019entrar en la cultura de l\u2019avaluaci\u00f3, perqu\u00e8 tamb\u00e9 \u00e9s la de l\u2019aprenentatge, han de retre comptes a la seva comunitat i al sistema. Les grans preguntes s\u00f3n: \u00abcom?\u00bb, \u00abquan?\u00bb, \u00abper a qu\u00e8?\u00bb<\/strong>. El debat est\u00e0 servit.<\/p>\n

FONT:<\/strong> Revista Guix n. 426 (La cultura de centre). Clic aqu\u00ed<\/a><\/strong><\/span>.<\/p>\n","protected":false},"excerpt":{"rendered":"

La cultura de l\u2019avaluaci\u00f3 \u00e9s potser una de les assignatures pendents del nostre sistema educatiu. Per\u00f2, realment, quina
\ncultura d\u2019avaluaci\u00f3 s\u2019est\u00e0 promovent? <\/p>\n","protected":false},"author":524,"featured_media":1404,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[306,222,284,115],"tags":[266,97],"tipo":[],"class_list":{"0":"post-1403","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-avaluacio","8":"category-diagnostics-organitzatius","9":"category-finalitats-de-leducacio","10":"category-reflexio","11":"tag-comunitat-educativa","12":"tag-grao"},"yoast_head":"\nL'avaluaci\u00f3 del professorat - 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\/06\/01\/lavaluacio-del-professorat\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L'avaluaci\u00f3 del professorat - L'escola gra\u00f3 a gra\u00f3\" \/>\n<meta property=\"og:description\" content=\"La cultura de l\u2019avaluaci\u00f3 \u00e9s potser una de les assignatures pendents del nostre sistema educatiu. 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