{"id":443,"date":"2014-10-22T07:36:05","date_gmt":"2014-10-22T07:36:05","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=443"},"modified":"2024-05-13T18:30:13","modified_gmt":"2024-05-13T16:30:13","slug":"summerhill-laventura-de-ser-una-mateixa","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2014\/10\/22\/summerhill-laventura-de-ser-una-mateixa\/","title":{"rendered":"Summerhill: L’aventura de ser un\/a mateix\/a"},"content":{"rendered":"

La llibertat<\/strong> i els drets de la inf\u00e0ncia<\/strong><\/p>\n

\"summerhill\"<\/a><\/p>\n

Zoe Readhead, l’\u00fanica filla d’Alexander Neill, que actualment dirigeix \u200b\u200bSummerhill, sol dir que aquesta famosa, controvertida i ja gaireb\u00e9 centen\u00e0ria escola lliure i democr\u00e0tica anglesa \u00e9s com un paisatge on tot canvia i, a la vegada, tot segueix igual. Tant ella com pr\u00e8viament la seva mare Ena, i en l’actualitat els seus fills William i Henry, asseguren la continu\u00eftat d’un projecte educatiu que no nom\u00e9s no ha perdut vig\u00e8ncia amb els anys sin\u00f3 que continua essent profundament innovador.<\/p><\/blockquote>\n

Encara que moltes de les idees precursores de Neill, com l’abolici\u00f3 del c\u00e0stig f\u00edsic, el dret a la participaci\u00f3 infantil o l’atenci\u00f3 al m\u00f3n emocional del nen han anat calant, en major o menor mesura, en els sistemes educatius de tot el m\u00f3n, la lliure assist\u00e8ncia a classe continua aixecant pol\u00e8mica. Per la seva causa, alguns han titllat Summerhill de ser anti-escola<\/em>, productora de petits an\u00e0rquics, salvatges i ignorants, incapa\u00e7os d’adaptar-se al m\u00f3n real. Un principi que,\u00a0 la fam\u00edlia Neill ha mantingut amb fermesa a llarg dels anys, malgrat les pressions de l’administraci\u00f3 brit\u00e0nica que va estar a punt de tancar el centre el 1999, precisament sota el govern del laborista Tony Blair. El conflicte es va saldar amb una sent\u00e8ncia del Tribunal Suprem a favor de Summerhill, per la seva defensa del dret dels infants a ser els protagonistes de la seva educaci\u00f3.<\/p>\n

Inspirat en els moviments socials pro drets de la inf\u00e0ncia que van sorgir a Occident a la fi del segle XIX i principis del XX, Neill va comprendre la import\u00e0ncia de respectar plenament la necessitat infantil (i a fi de comptes humana) de triar i decidir sobre la pr\u00f2pia vida. Amb la seva visi\u00f3, aquesta important etapa vital adquireix una entitat pr\u00f2pia, la qual cosa afavoreix la completa expressi\u00f3 de les seves qualitats aix\u00ed com la seva valoraci\u00f3 social. L’inspirador pedagog angl\u00e8s estava conven\u00e7ut que les criatures humanes no poden arribar a ser aut\u00f2nomes, i per tant a realitzar-se com persones, en el marc de relacions familiars i educatives basades en la depend\u00e8ncia i l’obedi\u00e8ncia. Tamb\u00e9 pensava que habilitats tan essencials com la comunicaci\u00f3, la participaci\u00f3 i la ciutadania democr\u00e0tica nom\u00e9s es poden aprendre a la vida mateixa, en \u00a0implicar-se directament, des que es t\u00e9 \u00fas de la paraula, en els assumptes col\u00b7lectius.<\/p>\n

La major part dels enfocaments educatius veuen en el nen un simple projecte de persona la finalitat del qual \u00e9s arribar a la “perfecci\u00f3” adulta; un objectiu que sovint aliena el millor de cada alumne, en nom d’un futur que, o b\u00e9 mai arriba, o b\u00e9 quan arriba \u00e9s m\u00e9s del mateix.<\/p><\/blockquote>\n

Per contra, la major part dels enfocaments educatius veuen en el nen un simple projecte de persona la finalitat del qual \u00e9s arribar a la “perfecci\u00f3” adulta; un objectiu que sovint aliena el millor de cada alumne, en nom d’un futur que, o b\u00e9 mai arriba, o b\u00e9 quan arriba \u00e9s m\u00e9s del mateix. Potser per aix\u00f2 molts dels joves que van passar per all\u00e0 agraeixen la seguretat i la confian\u00e7a en si mateixos que els va infondre l’escola en alliberar-los de la mirada inquisitiva de l’adult i de la necessitat d\u2019haver d\u2019agradar sempre: Mai<\/em> no ens premiaven pel que f\u00e8iem, ni ens castigaven pel que no f\u00e8iem. Hi havia una llibertat total per ser tu mateixa. Ning\u00fa no mirava de seduir o de manipular per aconseguir que actuessis d’una manera determinada<\/em> , afirma Clarissa Simons, una antiga alumna.<\/p>\n

D’altra banda, l’escassa import\u00e0ncia que Neill atorgava als continguts acad\u00e8mics pot considerar-se una mena de reacci\u00f3 al\u00b7<\/em>l\u00e8rgica<\/em> davant d’un m\u00f3n escolar que posava (i posa) excessivament l’accent en la formaci\u00f3 de caps ben<\/em> moblats<\/em>, descuidant l’atenci\u00f3 a la base emocional i energ\u00e8tica de la persona que, segons alguns autors, t\u00e9 el seu centre org\u00e0nic i, simb\u00f2lic, al cor. Cors, no nom\u00e9s caps a l’escola<\/em> \u00e9s una de les obres amb qu\u00e8 Neill es converteix en pioner (i alhora en cr\u00edtic) dels moderns programes d’educaci\u00f3 emocional que s’estan implantant actualment en molts centres.<\/p>\n

Despr\u00e9s de gaudir plenament de la seva inf\u00e0ncia jugant , saltant, corrent i pujant als arbres …, la majoria dels summerhillians<\/em> comen\u00e7a a preparar el diploma de secund\u00e0ria cap als 13 o 14 anys i … ho aconsegueix en nom\u00e9s dos o tres cursos.<\/p><\/blockquote>\n

I malgrat tots els dubtes que la lliure assist\u00e8ncia a classe suscita, especialment en les qui hem estat educades d’una altra manera (\u00e9s a dir la immensa majoria), la veritat \u00e9s que els g<\/em>raduats<\/em> de Summerhill no s\u00f3n ni m\u00e9s ni menys brillants que la mitjana, i despleguen una variabilitat social, professional i cultural almenys tan \u00e0mplia com la de qualsevol altra escola. Com assenyala Warabe Tatekoji, un japon\u00e8s de 42 anys que va estar a Summerhill des dels 7 fins als 16: Aprendre<\/em> \u00e9s un assumpte d’autoestima, si realment vols hi poses tot l’esfor\u00e7 ….<\/em> I, en efecte, despr\u00e9s de gaudir plenament de la seva inf\u00e0ncia jugant , saltant, corrent i pujant als arbres …, la majoria dels summerhillians<\/em> comen\u00e7a a preparar el diploma de secund\u00e0ria cap als 13 o 14 anys i … ho aconsegueix en nom\u00e9s dos o tres cursos … Una dada significativa que posa en q\u00fcesti\u00f3 la \u201ccanya\u201d acad\u00e8mica que es d\u00f3na a molts nens d’avui i demostra que quan el cervell est\u00e0 madur, quan ha desenvolupat plenament la base afectiva, sensorial i motora sobre la qual es recolza, la intel\u00b7lig\u00e8ncia ve… per si mateixa.<\/p>\n

FONT:<\/strong> Revista VIURE EN FAM\u00cdLIA, n.55.<\/p>\n

Podeu accedir a l’article en q\u00fcesti\u00f3 fent clic aqu\u00ed<\/strong><\/span>.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

On resideix la seva originalitat? Quin \u00e9s l’ingredient essencial d’una pedagogia que espanta alguns i, en canvi, fa somiar a molts?<\/p>\n","protected":false},"author":541,"featured_media":444,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[234,236],"tags":[235,237,238],"tipo":[],"class_list":{"0":"post-443","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-escoles-lliures","8":"category-pedagogia-waldorf","9":"tag-escoles-lliures","10":"tag-pedagogia-waldorf","11":"tag-summerhill"},"yoast_head":"\nSummerhill: L'aventura de ser un\/a mateix\/a - 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\/2014\/10\/22\/summerhill-laventura-de-ser-una-mateixa\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Summerhill: L'aventura de ser un\/a mateix\/a - L'escola gra\u00f3 a gra\u00f3\" \/>\n<meta property=\"og:description\" content=\"On resideix la seva originalitat? 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