{"id":6577,"date":"2026-05-11T16:50:39","date_gmt":"2026-05-11T14:50:39","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=6577"},"modified":"2026-05-11T16:50:41","modified_gmt":"2026-05-11T14:50:41","slug":"quan-el-curriculum-no-hi-cap-a-lescola","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2026\/05\/11\/quan-el-curriculum-no-hi-cap-a-lescola\/","title":{"rendered":"Quan el curr\u00edculum no hi cap a l\u2019escola"},"content":{"rendered":"\n<p>Hi ha una pregunta inc\u00f2moda que rarament es formula de manera expl\u00edcita en el debat educatiu:&nbsp;<strong>tot all\u00f2 que proposem que l\u2019alumnat aprengui es pot aprendre realment en el temps de qu\u00e8 disposem?&nbsp;<\/strong>La resposta, si som rigorosos, \u00e9s que probablement no. I aquest \u00abno\u00bb&nbsp;no \u00e9s fruit d\u2019una mala pr\u00e0ctica puntual, sin\u00f3 d\u2019un problema estructural en la manera com constru\u00efm i despleguem els curr\u00edculums.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Un curr\u00edculum que creix per sumar<\/h2>\n\n\n\n<p>Els curr\u00edculums oficials es construeixen, en gran mesura, per agregaci\u00f3. Cada \u00e0rea, leg\u00edtimament, defineix les seves compet\u00e8ncies espec\u00edfiques i els sabers que considera imprescindibles. Els equips disciplinaris tendeixen a refor\u00e7ar la import\u00e0ncia del seu camp de coneixement, sovint amb arguments s\u00f2lids: llengua per comunicar-se, matem\u00e0tiques per pensar, ci\u00e8ncies per entendre el m\u00f3n, arts per expressar-se, educaci\u00f3 f\u00edsica per al desenvolupament integral\u2026<\/p>\n\n\n\n<p>El problema no \u00e9s en cap cas la legitimitat d\u2019aquestes aportacions, sin\u00f3 el resultat final: la suma de tots aquests \u00abimprescindibles\u00bb configura un curr\u00edculum que, en conjunt, esdev\u00e9 inabastable. \u00c9s el que la literatura internacional ha descrit com a&nbsp;<em>sobrec\u00e0rrega curricular<\/em>, una sobrec\u00e0rrega que dificulta l\u2019aprenentatge profund i empeny cap a pr\u00e0ctiques superficials.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">El gran absent: el temps real d\u2019aprenentatge<\/h2>\n\n\n\n<p>En aquest proc\u00e9s hi ha una variable que gaireb\u00e9 mai no es t\u00e9 en compte de manera sistem\u00e0tica: el temps real d\u2019aprenentatge dels alumnes. No el temps te\u00f2ric del calendari escolar, sin\u00f3 el temps efectiu que un infant o adolescent pot dedicar a comprendre, practicar, consolidar i transferir all\u00f2 que apr\u00e8n.<\/p>\n\n\n\n<p>La recerca en psicologia cognitiva \u00e9s clara en aquest sentit. L\u2019aprenentatge no \u00e9s il\u00b7limitat ni immediat:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>La mem\u00f2ria de treball t\u00e9 una capacitat restringida.<\/li>\n\n\n\n<li>La consolidaci\u00f3 dels aprenentatges requereix repetici\u00f3 i espai temporal.<\/li>\n\n\n\n<li>La transfer\u00e8ncia a nous contextos demana experi\u00e8ncies diverses i temps de pr\u00e0ctica.<\/li>\n<\/ul>\n\n\n\n<p>Aix\u00f2 vol dir que no tot \u00e9s possible en qualsevol quantitat ni en qualsevol termini. Hi ha l\u00edmits cognitius que operen com a condicions de possibilitat de l\u2019aprenentatge. Ignorar-los no els elimina; simplement els trasllada en forma de dificultats, frustraci\u00f3 o aprenentatges superficials.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>Un curr\u00edculum no falla nom\u00e9s pel que exigeix, sin\u00f3 per tot all\u00f2 que no hi cap en el temps real d\u2019aprendre<\/p>\n<\/blockquote>\n\n\n\n<h2 class=\"wp-block-heading\">La paradoxa del model competencial<\/h2>\n\n\n\n<p>Aquesta tensi\u00f3 es fa especialment visible en el marc dels curr\u00edculums competencials. En teoria , i amb encert, aquests plantejaments aposten per un aprenentatge m\u00e9s profund, basat en la comprensi\u00f3, l\u2019aplicaci\u00f3 i la transfer\u00e8ncia dels coneixements.<\/p>\n\n\n\n<p>Per\u00f2 aquesta aposta t\u00e9 un cost: aprendre competencialment \u00e9s m\u00e9s exigent en temps que memoritzar continguts de manera descontextualitzada. Requereix:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Situacions d\u2019aprenentatge riques.<\/li>\n\n\n\n<li>Processos d\u2019indagaci\u00f3.<\/li>\n\n\n\n<li>Pr\u00e0ctica en contextos diversos.<\/li>\n\n\n\n<li>Espais per a la reflexi\u00f3 i la regulaci\u00f3.<\/li>\n<\/ul>\n\n\n\n<p>La paradoxa \u00e9s evident: es demana m\u00e9s profunditat sense reduir significativament la quantitat. El resultat \u00e9s una tensi\u00f3 permanent entre el que es prescriu i el que \u00e9s viable.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>No es pot demanar m\u00e9s profunditat competencial sense reduir, alhora, la quantitat d\u2019all\u00f2 que es vol ensenyar<\/p>\n<\/blockquote>\n\n\n\n<h2 class=\"wp-block-heading\">L\u2019efecte de les avaluacions externes<\/h2>\n\n\n\n<p>A aquesta situaci\u00f3 s\u2019hi afegeix un altre factor: el pes de les avaluacions externes, especialment les internacionals com PISA. Aquestes proves se centren en determinades \u00e0rees \u2013principalment llengua, matem\u00e0tiques i ci\u00e8ncies\u2013 i, inevitablement, acaben condicionant les prioritats dels sistemes educatius.<\/p>\n\n\n\n<p>De manera que all\u00f2 que s\u2019avalua tendeix a orientar all\u00f2 que s\u2019ensenya. Sense necessitat d\u2019instruccions expl\u00edcites, molts centres dediquen m\u00e9s temps i esfor\u00e7os a aquestes \u00e0rees, sovint en detriment d\u2019altres igualment rellevants per al desenvolupament integral de l\u2019alumnat.<\/p>\n\n\n\n<p>Aix\u00f2 genera un desequilibri que no sempre respon a criteris pedag\u00f2gics, sin\u00f3 a l\u00f2giques d\u2019avaluaci\u00f3 i rendici\u00f3 de comptes.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">El miratge de \u00abfer m\u00e9s en menys temps\u00bb<\/h2>\n\n\n\n<p>Davant d\u2019aquesta complexitat, sovint emergeix una temptaci\u00f3: recuperar models m\u00e9s centrats en la transmissi\u00f3 de continguts, amb una forta c\u00e0rrega memor\u00edstica. Aquests models semblen permetre \u00abavan\u00e7ar m\u00e9s r\u00e0pid\u00bb, cobrir m\u00e9s temari i donar una sensaci\u00f3 d\u2019efici\u00e8ncia.<\/p>\n\n\n\n<p>I, en part, \u00e9s cert. En menys temps es poden acumular m\u00e9s informacions. Per\u00f2 cal preguntar-se: a quin preu? L\u2019evid\u00e8ncia indica que aquests aprenentatges:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>S\u00f3n m\u00e9s fr\u00e0gils en el temps.<\/li>\n\n\n\n<li>Es transfereixen poc a situacions noves.<\/li>\n\n\n\n<li>Tenen una funcionalitat limitada fora del context immediat d\u2019avaluaci\u00f3.<\/li>\n<\/ul>\n\n\n\n<p>No \u00e9s, per tant, una alternativa millor, sin\u00f3 una soluci\u00f3 aparent que respon a la pressi\u00f3 del temps sense resoldre el problema de fons.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">El problema de fons: manca de s\u00edntesi global<\/h2>\n\n\n\n<p>Si hagu\u00e9ssim de resumir la q\u00fcesti\u00f3 en una idea, seria aquesta: el sistema curricular no disposa d\u2019un mecanisme real de s\u00edntesi global.&nbsp;<strong>Cada \u00e0rea defineix el seu m\u00ednim imprescindible, per\u00f2 ning\u00fa no valida si la suma d\u2019aquests m\u00ednims \u00e9s assumible<\/strong>.<\/p>\n\n\n\n<p>Aquesta manca de mirada sist\u00e8mica genera una situaci\u00f3 paradoxal: tot el que es proposa \u00e9s justificable des de cada disciplina, per\u00f2 el conjunt \u00e9s inassumible des de la realitat de l\u2019aula.<\/p>\n\n\n\n<p>En aquest buit, els centres es troben sovint sols davant la necessitat de prendre decisions que, en rigor, haurien de formar part del disseny curricular general.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">El paper inevitable dels centres: prioritzar<\/h2>\n\n\n\n<p>Davant d\u2019aquest escenari, hi ha una conclusi\u00f3 que pot resultar inc\u00f2moda per\u00f2 que \u00e9s dif\u00edcil d\u2019evitar: els centres educatius han d\u2019assumir un paper actiu en la regulaci\u00f3 del curr\u00edculum.<\/p>\n\n\n\n<p>Aix\u00f2 implica, necess\u00e0riament:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Prioritzar sabers i compet\u00e8ncies.<\/li>\n\n\n\n<li>Reduir la c\u00e0rrega quan calgui.<\/li>\n\n\n\n<li>Integrar aprenentatges entre \u00e0rees.<\/li>\n\n\n\n<li>I, en alguns casos, acceptar que no tot es podr\u00e0 treballar amb el mateix nivell de profunditat.<\/li>\n<\/ul>\n\n\n\n<p>No es tracta de&nbsp;\u00abretallar\u00bb&nbsp;de manera arbitr\u00e0ria, sin\u00f3 de prendre decisions fonamentades en criteris pedag\u00f2gics: qu\u00e8 \u00e9s essencial per a la vida? qu\u00e8 requereix m\u00e9s temps per ser apr\u00e8s amb sentit? qu\u00e8 es pot treballar de manera integrada?<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>Quan tot \u00e9s imprescindible sobre el paper, s\u00f3n els centres els que han de decidir qu\u00e8 \u00e9s essencial a la pr\u00e0ctica<\/p>\n<\/blockquote>\n\n\n\n<h2 class=\"wp-block-heading\">Cap a un curr\u00edculum viable<\/h2>\n\n\n\n<p>Aquest debat ens porta a una q\u00fcesti\u00f3 clau:&nbsp;<strong>com definir un curr\u00edculum que sigui alhora ambici\u00f3s i viable?<\/strong><\/p>\n\n\n\n<p>Algunes pistes apunten en una direcci\u00f3 clara:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Identificar nuclis essencials d\u2019aprenentatge.<\/li>\n\n\n\n<li>Reduir la dispersi\u00f3 de continguts.<\/li>\n\n\n\n<li>Apostar per la integraci\u00f3 entre \u00e0rees.<\/li>\n\n\n\n<li>I, sobretot, ajustar les expectatives al temps real disponible.<\/li>\n<\/ul>\n\n\n\n<p>Aix\u00f2 no implica renunciar a la qualitat, sin\u00f3 precisament el contrari: crear les condicions perqu\u00e8 els aprenentatges siguin profunds, significatius i transferibles.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Una pregunta que no podem evitar<\/h2>\n\n\n\n<p>En el fons, tot es pot resumir en dues preguntes que haurien de guiar qualsevol decisi\u00f3 curricular:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Qu\u00e8 \u00e9s realment imprescindible que aprenguin tots els alumnes per desenvolupar-se a la vida?<\/strong><\/li>\n\n\n\n<li><strong>Qu\u00e8 \u00e9s possible aprendre amb el temps i les condicions de qu\u00e8 disposem?<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Formular aquestes preguntes amb honestedat \u00e9s, probablement, el primer pas per avan\u00e7ar cap a un sistema educatiu m\u00e9s coherent, m\u00e9s just i m\u00e9s realista. Perqu\u00e8, al capdavall, un curr\u00edculum que no cap en el temps de l\u2019escola acaba no cabent tampoc en l\u2019aprenentatge dels alumnes.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hi ha una pregunta inc\u00f2moda que rarament es formula de manera expl\u00edcita en el debat educatiu:&nbsp;tot all\u00f2 que proposem que l\u2019alumnat aprengui es pot aprendre realment en el temps de qu\u00e8 disposem?&nbsp;La resposta, si som rigorosos, \u00e9s que probablement no. I aquest \u00abno\u00bb&nbsp;no \u00e9s fruit d\u2019una mala pr\u00e0ctica puntual, sin\u00f3 d\u2019un problema estructural en la<\/p>\n","protected":false},"author":2230,"featured_media":6578,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[415],"tags":[437,439,132],"tipo":[487],"class_list":{"0":"post-6577","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-aprenentatge-significatiu-significativitat","8":"tag-aprenentatge","9":"tag-competencia","10":"tag-educar","11":"tipo-analisi"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Quan el curr\u00edculum no hi cap a l\u2019escola - 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\/05\/11\/quan-el-curriculum-no-hi-cap-a-lescola\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Quan el curr\u00edculum no hi cap a l\u2019escola - L&#039;escola gra\u00f3 a gra\u00f3\" \/>\n<meta property=\"og:description\" content=\"Hi ha una pregunta inc\u00f2moda que rarament es formula de manera expl\u00edcita en el debat educatiu:&nbsp;tot all\u00f2 que proposem que l\u2019alumnat aprengui es pot aprendre realment en el temps de qu\u00e8 disposem?&nbsp;La resposta, si som rigorosos, \u00e9s que probablement no. 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