{"id":1828,"date":"2014-12-09T07:30:11","date_gmt":"2014-12-09T07:30:11","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=590"},"modified":"2024-05-13T18:30:13","modified_gmt":"2024-05-13T16:30:13","slug":"consequencies-de-lacceleracio-del-temps-educatiu","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2014\/12\/09\/consequencies-de-lacceleracio-del-temps-educatiu\/","title":{"rendered":"Conseq\u00fc\u00e8ncies de l\u2019acceleraci\u00f3 del temps educatiu"},"content":{"rendered":"<p><a href=\"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/grao\/wp-content\/uploads\/sites\/31\/2014\/12\/perte-de-temps.jpg\"><\/a>Hargreaves (2008) diu que \u00ab<strong>los resultados alcanzan un tope cuando la rapidez importa m\u00e1s que la sustancia<\/strong>\u00bb. No \u00e9s l\u2019\u00fanic autor que analitza com el ritme r\u00e0pid, els objectius a curt termini, la pressi\u00f3 sobre els resultats o el curr\u00edculum basat en programes i en proves est\u00e0ndard amb un \u00e8mfasi sobredimensionat pel que respecta a les \u00e0rees ling\u00fc\u00edstiques i matem\u00e0tiques, etc. produeixen situacions insostenibles, p\u00e8rdua de creativitat, estr\u00e8s en alumnes i en professorat, resultats pobres a mitj\u00e0 i a llarg termini, com tamb\u00e9 m\u00e9s desigualtat, ja que els ritmes m\u00e9s intensos \u00fanicament obtenen resposta en una part de l\u2019alumnat, crisi en el professorat m\u00e9s comprom\u00e8s i en els equips directius, etc.<\/p>\n<p>Des d\u2019un punt de vista complementari, Honor\u00e9 (2008) q\u00fcestiona les pressions que les fam\u00edlies exerceixen sobre els seus fills i filles quan intenten controlar-ne tot el temps. Encara que es mostra prudent en els resultats de les an\u00e1lisis que fa, posa al descobert els efectes secundaris que t\u00e9 omplir l\u2019espai i les hores dels infants d\u2019activitats programades fins al m\u00ednim detall, i com aquesta pressi\u00f3 constant de fam\u00edlies, escola i societat t\u00e9 m\u00e9s efectes secundaris contraris a les intencions primeres del que aparentment ens pensem. Sobretot perqu\u00e8, de vegades, els resultats a curt termini poden ser bons i poden provocar la percepci\u00f3 que \u00e9s aquest el cam\u00ed per aconseguir una bona educaci\u00f3.<\/p>\n<blockquote><p>L\u2019educaci\u00f3 \u00e9s un aspecte clau del proc\u00e9s d\u2019humanitzaci\u00f3 de la societat.<\/p><\/blockquote>\n<p>Fer un elogi de l\u2019educaci\u00f3 lenta t\u00e9 sentit avui i aqu\u00ed en tant que representa l\u2019elogi d\u2019un model educatiu ent\u00e8s com la pe\u00e7a clau en el proc\u00e9s d\u2019humanitzaci\u00f3 de la societat. Donar import\u00e0ncia a l\u2019educaci\u00f3 com una eina important que pugui contribuir a assolir una societat m\u00e9s justa comporta moltes conseq\u00fc\u00e8ncies. Per\u00f2, amb aquesta intenci\u00f3, cal reivindicar un recorregut que faci en cada moment all\u00f2 que \u00e9s important i no es deixi portar per presses ni acceleracions.<\/p>\n<p>Seguir un bon proc\u00e9s educatiu \u00e9s un ant\u00eddot no solament contra la ignor\u00e0ncia, sin\u00f3 tamb\u00e9 contra la desigualtat, la viol\u00e8ncia, la submissi\u00f3, l\u2019alienaci\u00f3&#8230; En la societat actual del coneixement, amb les amenaces i les oportunitats que provoca, el paper de l\u2019educaci\u00f3 i dels educadors \u00e9s clau: els educadors s\u00f3n agents fonamentals en aquesta societat. Sense una acci\u00f3 docent decidida, la societat del coneixement esdevindr\u00e0 una societat m\u00e9s desigual, m\u00e9s desinformada i m\u00e9s excloent. I per intervenir en aquest proc\u00e9s, cal reduir-ne la velocitat, tal com intentarem argumentar. Fer un elogi de l\u2019educaci\u00f3 lenta tamb\u00e9 suposa fer una aposta per una educaci\u00f3n que tingui en compte els elements m\u00e9s d\u00e8bils del sistema.<\/p>\n<blockquote><p>Estem conven\u00e7uts que els ritmes no adequats els perjudiquen i, per tant, afavoreixen la desigualtat i l\u2019exclusi\u00f3.<\/p><\/blockquote>\n<p>En la perif\u00e8ria del sistema, tenim els exemples m\u00e9s evidents d\u2019aquesta afirmaci\u00f3. L\u2019educaci\u00f3 dels nois i les noies amb necessitats educatives espec\u00edfiques o disminucions greus representa el paradigma de l\u2019adaptaci\u00f3 dels ritmes d\u2019aprenentatge a cada situaci\u00f3 individual. Els canvis en l\u2019educaci\u00f3 especial en els darrers cinquanta anys ens indiquen que el principi qu<strong>e tothom pot ser ensenyat <\/strong>\u00e9s universal i que pot fer-se realitat<strong> si es brinda una atenci\u00f3 espec\u00edfica als ritmes individuals i col\u00b7lectius dels aprenentatges<\/strong>. Per\u00f2 aquesta disminuci\u00f3 de la velocitat no nom\u00e9s ha d\u2019aportar beneficis als esglaons m\u00e9s d\u00e8bils del sistema. Tamb\u00e9 ha de ser \u00fatil per als m\u00e9s forts, els m\u00e9s adaptats, ja que aquests no s\u2019escapen d\u2019haver de respondre a requeriments obsolets, poc pr\u00e0ctics i desenfocats. Si disminu\u00efm el ritme i la velocitat desmesurada de l\u2019educaci\u00f3, aquesta millorar\u00e0 per a tothom.<\/p>\n<p>La colonitzaci\u00f3 del temps docent i l\u2019acceleraci\u00f3 constant que pateix porta a la desaparici\u00f3 d\u2019\u00e0mbits educatius clau per al desenvolupament global de la persona. Els infants que tenen, ja en les primeres edats, agendes plenes d\u2019activitats, reglades o no, pensades i dirigides; les escoles que ocupen absolutament el temps de la inf\u00e0ncia; les etapes secund\u00e0ries, en les quals predomina una pressi\u00f3 absoluta sobre l\u2019horari escolar i no escolar&#8230;; tots aquests fen\u00f2mens formen part d\u2019una societat que no valora el temps necessari per educar-se i comprendre els coneixements imprescindibles a fons.<\/p>\n<p><strong>Font: <\/strong><em><span style=\"color: #0000ff\"><a style=\"color: #0000ff\" href=\"http:\/\/www.grao.com\/llibres\/elogio-de-la-educacion-lenta\" target=\"_blank\" rel=\"noopener\">Elogi a l\u2019educaci\u00f3 lenta<\/a><\/span>,\u00a0<\/em>Gra\u00f3, 2009. Col\u00b7lecci\u00f3 Micro Macro Refer\u00e8ncies, 9.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>M\u00e9s, abans i m\u00e9s r\u00e0pid no s\u00f3n sin\u00f2nims de millor, i educar per la lentitud significa ajustar la velocitat al moment i a la persona.<\/p>\n","protected":false},"author":8,"featured_media":592,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[158,163,143,155,115],"tags":[157,162,132,199],"tipo":[],"class_list":{"0":"post-1828","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-atencio-a-la-diversitat","8":"category-estrategies-densenyament-aprenentatge","9":"category-filosofia-de-leducacio","10":"category-funcio-social-de-lensenyament","11":"category-reflexio","12":"tag-atencio-a-la-diversitat","13":"tag-educacio-lenta","14":"tag-educar","15":"tag-escola"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - 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