{"id":6542,"date":"2026-04-08T02:53:00","date_gmt":"2026-04-08T00:53:00","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=6542"},"modified":"2026-04-07T17:54:11","modified_gmt":"2026-04-07T15:54:11","slug":"explorar-construir-i-transferir-fonaments-per-a-un-aprenentatge-profund-a-leducacio-obligatoria","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2026\/04\/08\/explorar-construir-i-transferir-fonaments-per-a-un-aprenentatge-profund-a-leducacio-obligatoria\/","title":{"rendered":"Explorar, construir i transferir: Fonaments per a un aprenentatge profund a l\u2019educaci\u00f3 obligat\u00f2ria"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\"><\/h3>\n\n\n\n<p>L\u2019educaci\u00f3 del segle XXI viu un moment de transformaci\u00f3 accelerada. L\u2019abund\u00e0ncia d\u2019informaci\u00f3, la complexitat dels problemes socials i la necessitat de formar ciutadans cr\u00edtics i creatius exigeixen una&nbsp;<strong>mirada renovada<\/strong>&nbsp;sobre el paper de l\u2019escola. Ja no n\u2019hi ha prou amb transmetre continguts, cal que l\u2019alumnat sigui capa\u00e7 de comprendre conceptes, utilitzar-los de manera flexible i actuar sobre el m\u00f3n.<\/p>\n\n\n\n<p>Aquest plantejament connecta amb marcs com ara l\u2019OCDE Learning Compass 2030 (2019) o les compet\u00e8ncies clau europees i amb l\u2019evid\u00e8ncia sobre com aprenen les persones. L\u2019aprenentatge profund requereix processos cognitius complexos, interacci\u00f3 social, vinculaci\u00f3 emocional i contextos d\u2019autenticitat.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>Ja no n\u2019hi ha prou amb transmetre continguts, cal que l\u2019alumnat sigui capa\u00e7 de comprendre conceptes, utilitzar-los de manera flexible i actuar sobre el m\u00f3n<\/p>\n<\/blockquote>\n\n\n\n<p>En aquest context, la seq\u00fc\u00e8ncia d\u2019<strong>explorar, construir i transferir<\/strong>&nbsp;s\u2019hi presenta com una alternativa m\u00e9s precisa que la formulaci\u00f3 m\u00e9s tradicional d\u2019\u00abaprendre, entendre i aplicar\u00bb &#8211;m\u00e9s focalitzada en els continguts factuals&#8211;, especialment quan es tracta de sabers conceptuals i actitudinals, on la recerca mostra que \u00abaprendre\u00bb ja implica comprendre.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Explorar:&nbsp;<\/strong>activaci\u00f3, connexi\u00f3 i significat<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Explorar com a base del significat<\/h4>\n\n\n\n<p><strong>Explorar implica activar coneixements previs,<\/strong>&nbsp;establir connexions amb experi\u00e8ncies anteriors i despertar curiositat. Seguint Ausubel (1968) i Coll (1990), aquesta activaci\u00f3 \u00e9s imprescindible perqu\u00e8 els nous continguts siguin incorporats per l\u2019individu de manera significativa.&nbsp;<\/p>\n\n\n\n<p>Inclou:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Primer contacte amb fen\u00f2mens o problemes.<\/li>\n\n\n\n<li>Formulaci\u00f3 de preguntes i d&#8217;hip\u00f2tesis.<\/li>\n\n\n\n<li>Aproximaci\u00f3 inicial al llenguatge i als conceptes clau.<\/li>\n\n\n\n<li>Presentaci\u00f3 de situacions rellevants que donen sentit a all\u00f2 que\u00a0s&#8217;aprendr\u00e0.<\/li>\n<\/ul>\n\n\n\n<p>Aquest proc\u00e9s no \u00e9s introductori en un sentit superficial, sin\u00f3 la condici\u00f3 que permet que es produeixi la comprensi\u00f3 posterior.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>Explorar implica activar els coneixements previs i \u00e9s la condici\u00f3 que permet que es produeixi la comprensi\u00f3 posterior<\/p>\n<\/blockquote>\n\n\n\n<h4 class=\"wp-block-heading\">El paper de les habilitats d&#8217;aprendre a aprendre &nbsp; &nbsp;<\/h4>\n\n\n\n<p>La recerca en neuroeducaci\u00f3 subratlla la import\u00e0ncia de la metacognici\u00f3, la regulaci\u00f3 emocional i els h\u00e0bits de treball.&nbsp;<\/p>\n\n\n\n<p>Explorar tamb\u00e9 \u00e9s:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Planificar com s\u2019afronta un repte.<\/li>\n\n\n\n<li>Regular l&#8217;atenci\u00f3.<\/li>\n\n\n\n<li>Anticipar estrat\u00e8gies.<\/li>\n\n\n\n<li>Comprendre el propi proc\u00e9s cognitiu.<\/li>\n<\/ul>\n\n\n\n<p>Sense aquest component, l\u2019exploraci\u00f3 queda redu\u00efda a activitat superficial i desconnectada.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Construir:&nbsp;<\/strong>elaborar significat i comprendre en profunditat<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">De la informaci\u00f3 al coneixement elaborat&nbsp; &nbsp;<\/h4>\n\n\n\n<p><strong>Construir significa \u2018relacionar, organitzar i dotar els continguts de sentit\u2019.&nbsp;<\/strong><\/p>\n\n\n\n<p>Es tracta d\u2019establir estructures mentals que permetin:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Explicar conceptes amb coher\u00e8ncia.<\/li>\n\n\n\n<li>Identificar patrons.<\/li>\n\n\n\n<li>Establir di\u00e0leg i interacci\u00f3 (Vigotsky, 1978).<\/li>\n\n\n\n<li>Comparar fonts i contrastar-les.<\/li>\n\n\n\n<li>Utilitzar representacions m\u00faltiples (models, esquemes, gr\u00e0fics, etc.).<\/li>\n\n\n\n<li>Realitzar preguntes d&#8217;alta exig\u00e8ncia cognitiva.<\/li>\n<\/ul>\n\n\n\n<p>Aquest proc\u00e9s connecta amb els\u00a0<strong>nivells cognitius superiors<\/strong>\u00a0de Bloom (1956) i amb el\u00a0<em><strong>d<\/strong><\/em><strong><em>eep learning<\/em>, o aprenentatge profund<\/strong>, de Hattie (2009): processos que impliquen an\u00e0lisi, generalitzaci\u00f3 i conceptualitzaci\u00f3.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Interdisciplinarietat i globalitzaci\u00f3 del coneixement<\/h4>\n\n\n\n<p>Cap fenomen del m\u00f3n real existeix dins d\u2019una disciplina tancada. Per aix\u00f2 l\u2019educaci\u00f3 ha de promoure situacions que integrin llenguatge, matem\u00e0tiques, ci\u00e8ncies, tecnologia, arts i ci\u00e8ncies socials. L\u2019objectiu no \u00e9s diluir les disciplines, sin\u00f3 fer-les dialogar per explicar realitats complexes.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>L\u2019educaci\u00f3 ha de promoure situacions que integrin disciplines, tot fent-les dialogar per explicar realitats complexes<\/p>\n<\/blockquote>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Transferir:<\/strong>&nbsp;utilitzar el coneixement en situacions noves<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Transferir com a indicador d&#8217;aprenentatge profund&nbsp; &nbsp;<\/h4>\n\n\n\n<p><strong>La transfer\u00e8ncia \u00e9s la prova definitiva de l\u2019aprenentatge profund.<\/strong>&nbsp;Quan una alumna o un alumne pot aplicar coneixements en contextos nous, vol dir que ha canviat la seva manera de pensar.&nbsp;<\/p>\n\n\n\n<p>Aplicar implica:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Resoldre problemes oberts.<\/li>\n\n\n\n<li>Prendre decisions informades.<\/li>\n\n\n\n<li>Actuar amb creativitat.<\/li>\n\n\n\n<li>Generar productes, projectes i explicacions pr\u00f2pies.<\/li>\n\n\n\n<li>Participar en situacions reals (APS, reptes comunitaris).<\/li>\n<\/ul>\n\n\n\n<p>\u00c9s, en paraules de Bruner (1960), \u00absaber utilitzar el coneixement\u00bb.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Connexi\u00f3 amb la vida, l&#8217;entorn i la ciutadania<\/h4>\n\n\n\n<p>La transfer\u00e8ncia es fa visible quan es vincula a reptes concrets del m\u00f3n real:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Reptes vinculats a l&#8217;entorn natural, social o tecnol\u00f2gic.<\/li>\n\n\n\n<li>Situacions de participaci\u00f3 democr\u00e0tica i conviv\u00e8ncia.<\/li>\n\n\n\n<li>Projectes interdisciplinaris relacionats amb problemes&nbsp;globals (ODS).<\/li>\n\n\n\n<li>Activitats creatives, culturals i de cura de la comunitat.<\/li>\n<\/ul>\n\n\n\n<p>\u00c9s en aquest espai on compet\u00e8ncies com ara el pensament cr\u00edtic, la comunicaci\u00f3, l\u2019autonomia i la col\u00b7laboraci\u00f3 esdevenen tangibles i es consoliden.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Planificar a partir dels blocs: sentit, coher\u00e8ncia i profunditat<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Implicacions en el curr\u00edculum<\/h4>\n\n\n\n<p>Planificar des d&#8217;aquesta mirada implica:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Organitzar seq\u00fc\u00e8ncies d&#8217;aprenentatge que segueixin els tres&nbsp;moments.<\/li>\n\n\n\n<li>Seleccionar sabers imprescindibles.<\/li>\n\n\n\n<li>Prioritzar fen\u00f2mens i situacions reals.<\/li>\n\n\n\n<li>Garantir un fil conductor coherent a nivell d&#8217;aula i de&nbsp;centre.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Implicacions metodol\u00f2giques &nbsp; &nbsp;<\/h4>\n\n\n\n<p>Aquest model afavoreix metodologies actives i rigoroses:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Treball per projectes aut\u00e8ntics.<\/li>\n\n\n\n<li>Indagaci\u00f3 cient\u00edfica o hist\u00f2rica.<\/li>\n\n\n\n<li>Debats i dilemes.<\/li>\n\n\n\n<li>Creaci\u00f3 art\u00edstica i digital.<\/li>\n\n\n\n<li>Aprenentatge cooperatiu.<\/li>\n\n\n\n<li>Espais d&#8217;experimentaci\u00f3 i prototipatge.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Implicacions respecte a l\u2019avaluaci\u00f3<\/h4>\n\n\n\n<p>L\u2019avaluaci\u00f3 ha de capturar els tres moments:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Explorar:&nbsp;<\/strong>diagn\u00f2stics, activitats inicials i formulaci\u00f3 de&nbsp;preguntes.<\/li>\n\n\n\n<li><strong>Construir:&nbsp;<\/strong>explicacions, an\u00e0lisis i mapes conceptuals.<\/li>\n\n\n\n<li><strong>Transferir:<\/strong>&nbsp;projectes, reptes i situacions aut\u00e8ntiques.<\/li>\n<\/ul>\n\n\n\n<p>Tot plegat acompanyat de retroacci\u00f3 formativa, r\u00fabriques clares i espais d\u2019autoavaluaci\u00f3 i de coavaluaci\u00f3.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Conclusions<\/h3>\n\n\n\n<p>La seq\u00fc\u00e8ncia d\u2019explorar, construir i transferir constitueix un marc potent, simple i coherent per orientar l\u2019educaci\u00f3 obligat\u00f2ria cap a un aprenentatge profund i durador. Evita les ambig\u00fcitats del model d\u2019\u00abaprendre, entendre i aplicar\u00bb i s\u2019alinea millor amb la recerca contempor\u00e0nia sobre&nbsp;<strong>com s\u2019apr\u00e8n<\/strong>.<\/p>\n\n\n\n<p>Aquest model&nbsp;<strong>facilita que se superi la fragmentaci\u00f3 disciplin\u00e0ria<\/strong>, proporciona coher\u00e8ncia a les seq\u00fc\u00e8ncies did\u00e0ctiques i situa l\u2019alumnat al centre del proc\u00e9s com a agent actiu capa\u00e7 de comprendre, transformar i actuar.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>En definitiva, explorar, construir i transferir \u00e9s una manera d\u2019entendre l\u2019educaci\u00f3 que prepara les persones per pensar cr\u00edticament, viure amb les altres, prendre decisions informades i contribuir a promoure el b\u00e9 com\u00fa<\/p>\n<\/blockquote>\n\n\n\n<p><\/p>\n\n\n\n<p><strong>Refer\u00e8ncies bibliogr\u00e0fiques<\/strong><\/p>\n\n\n\n<p>Ausubel, D. P. (1968).&nbsp;<em>Educational Psychology: A Cognitive View<\/em>. Holt, Rinehart &amp; Winston.<\/p>\n\n\n\n<p>Bloom, B. S. (1956).&nbsp;<em>Taxonomy of Educational Objectives<\/em>. McKay.<\/p>\n\n\n\n<p>Bruner, J. (1960).&nbsp;<em>The Process of Education<\/em>. Harvard University Press.<\/p>\n\n\n\n<p>Coll, C. (1990).&nbsp;<em>Constructivismo y educaci\u00f3n<\/em>. Editorial S\u00edntesis.<\/p>\n\n\n\n<p>Hattie, J. (2009).&nbsp;<em>Visible Learning<\/em>. Routledge.<\/p>\n\n\n\n<p>OCDE (2019).&nbsp;<em>OECD Learning Compass 2030<\/em>.<\/p>\n\n\n\n<p>Vigotsky, L. (1978).&nbsp;<em>Mind in Society: The Development of Higher Psychological Processes<\/em>. Harvard University Press.<\/p>\n\n\n\n<p>Zabala, A. i Arnau, L. (2013).&nbsp;<em>11 ideas clave. C\u00f3mo aprender y ense\u00f1ar competencias<\/em>. Gra\u00f3.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>L\u2019educaci\u00f3 del segle XXI viu un moment de transformaci\u00f3 accelerada. L\u2019abund\u00e0ncia d\u2019informaci\u00f3, la complexitat dels problemes socials i la necessitat de formar ciutadans cr\u00edtics i creatius exigeixen una&nbsp;mirada renovada&nbsp;sobre el paper de l\u2019escola. Ja no n\u2019hi ha prou amb transmetre continguts, cal que l\u2019alumnat sigui capa\u00e7 de comprendre conceptes, utilitzar-los de manera flexible i actuar<\/p>\n","protected":false},"author":2217,"featured_media":6545,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[101,163],"tags":[437,386,99],"tipo":[487],"class_list":{"0":"post-6542","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-desenvolupament-personal","8":"category-estrategies-densenyament-aprenentatge","9":"tag-aprenentatge","10":"tag-aprenentatge-significatiu","11":"tag-creixement-huma","12":"tipo-analisi"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Explorar, construir i transferir: Fonaments per a un aprenentatge profund a l\u2019educaci\u00f3 obligat\u00f2ria - L&#039;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\/2026\/04\/08\/explorar-construir-i-transferir-fonaments-per-a-un-aprenentatge-profund-a-leducacio-obligatoria\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Explorar, construir i transferir: Fonaments per a un aprenentatge profund a l\u2019educaci\u00f3 obligat\u00f2ria - L&#039;escola gra\u00f3 a gra\u00f3\" \/>\n<meta property=\"og:description\" content=\"L\u2019educaci\u00f3 del segle XXI viu un moment de transformaci\u00f3 accelerada. 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