{"id":665,"date":"2015-01-15T07:46:01","date_gmt":"2015-01-15T07:46:01","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=665"},"modified":"2024-05-13T18:30:15","modified_gmt":"2024-05-13T16:30:15","slug":"reflexions-breus-per-la-intervencio-educativa-oposicio-lescola-perspectiva-sociologica","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2015\/01\/15\/reflexions-breus-per-la-intervencio-educativa-oposicio-lescola-perspectiva-sociologica\/","title":{"rendered":"Un univers per explorar. \u00c0mbits d&#8217;aplicaci\u00f3 de la creativitat en el m\u00f3n educatiu"},"content":{"rendered":"<p><a href=\"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/grao\/wp-content\/uploads\/sites\/31\/2014\/12\/novazelanda.jpg\"><\/a>La l\u00f2gica interna de l\u2019acci\u00f3 creativa demana que s\u2019apliqui a com m\u00e9s \u00e0mbits millor i de manera sistem\u00e0tica. Al mateix temps, es produeix un efecte de retroalimentaci\u00f3, de tal manera que un centre que comen\u00e7a a ser creatiu en la seva gesti\u00f3 i din\u00e0mica, va augmentant aquesta capacitat a mesura que la practica. <strong>De manera similar al desenvolupament de la mem\u00f2ria (com m\u00e9s s\u2019entrena i es practica, m\u00e9s se\u2019n t\u00e9), una organitzaci\u00f3 creativa tamb\u00e9 augmenta el seu nivell de creativitat com m\u00e9s el posa en pr\u00e0ctica.<\/strong><\/p>\n<p>Ja que \u00e9s molt complex ser creatiu al mateix temps en totes les tecles que toca un centre, \u00e9s recomanable comen\u00e7ar per una tecla, aquella que el professorat vegi m\u00e9s factible o en tingui m\u00e9s necessitat. Per exemple, en un centre on no funcionen prou b\u00e9 les reunions en general, es comen\u00e7a a aplicar la creativitat en les reunions i, de mica a mica, es va ampliant a altres temes: organitzaci\u00f3 de les classes, activitats extraescolars, horaris, etc. Ara b\u00e9, \u00a0quins s\u00f3n els trets que defineixen una organitzaci\u00f3 creativa, com \u00e9s un centre educatiu?.<\/p>\n<blockquote><p>No n\u2019hi ha prou que algunes persones del centre siguin creatives, ho ha de ser l\u2019organitzaci\u00f3 com a tal i, per tant, la majoria dels seus membres.<\/p><\/blockquote>\n<p>En aquest sentit, una organitzaci\u00f3 ha de complir una s\u00e8rie de condicions si vol ser creativa de deb\u00f2. No n\u2019hi ha prou que algunes persones del centre siguin creatives, ho ha de ser l\u2019organitzaci\u00f3 com a tal i, per tant, la majoria dels seus membres. Els passos necessaris perqu\u00e8 un centre educatiu sigui creatiu s\u00f3n:<\/p>\n<ul>\n<li>La direcci\u00f3 del centre ha de creure en el projecte i ho ha de transmetre al claustre, que tamb\u00e9 ha d\u2019assumir i estar conven\u00e7utq ue la creativitat ser\u00e0 profitosa per a tothom. Per tant, cal una etapa inicial de m\u00e0rqueting de la creativitat dirigida a tot el professorat.<\/li>\n<li>Formar les persones del centre en creativitat, mitjan\u00e7ant cursos de formaci\u00f3 sistem\u00e0tics.<\/li>\n<li>Dedicar un temps de la feina a crear, a pensar noves propostes, idees, alternatives, dins de l\u2019horari habitual i en uns espais previstos.<\/li>\n<li>Facilitar la comunicaci\u00f3 interna i incentivar les propostes creatives.<\/li>\n<li>Assumir els costos de ser creatiu; o sigui, el risc que una innovaci\u00f3 no funcioni i viure aquest risc com una part inherent del proc\u00e9s creatiu.<\/li>\n<li>Funcionar segons el model de treball en equip, una estructura que potencia la creativitat, i crear sistemes de comunicaci\u00f3 de m\u00e0xima transpar\u00e8ncia sobre les propostes creatives que sorgeixin.<\/li>\n<li>Buscar la complicitat de l\u2019administraci\u00f3 educativa en el projecte.<\/li>\n<li>Aplicar les propostes creatives en un funcionament de consens i no d\u2019autoritat, malgrat les jerarquies funcionals que hi ha als centres.<\/li>\n<\/ul>\n<p>Amb els passos que hem definit, el centre pot comen\u00e7ar a ser creatiu.<\/p>\n<blockquote><p>Un univers fascinant per explorar apareix de cop i volta quan simplement hom es pregunta: \u00abPer qu\u00e8 els passadissos s\u00f3n d\u2019aquest color gris i avorrit i tots iguals?\u00bb. I aleshores es pinten els passadissos de colors diversos i s\u2019hi col\u00b7loca fusta c\u00e0lida. O b\u00e9: \u00abPer qu\u00e8 les classes han de durar totes 50 minuts?\u00bb. I es reorganitza tot l\u2019horari adaptant-lo a les necessitats dels cr\u00e8dits, del professorat i l\u2019alumnat i no repetint l\u2019estructura que fa 30 anys va crear un cap d\u2019estudis.<\/p><\/blockquote>\n<p>L\u2019aplicaci\u00f3 de la creativitat en aquestes situacions no s\u2019acaba utilitzant les t\u00e8cniques creatives en cada situaci\u00f3. Recordem que despr\u00e9s de l\u2019aplicaci\u00f3 de la t\u00e8cnica, cal una validaci\u00f3 de les possibilitats reals i pr\u00e0ctiques d\u2019aplicaci\u00f3 de la proposta creativa. L\u2019inter\u00e8s de la metodologia \u00e9s separar els dos moments del proc\u00e9s: el <strong><em>moment creatiu <\/em><\/strong>i el <strong><em>moment d\u2019avaluaci\u00f3<\/em><\/strong>. Habitualment el moment creatiu est\u00e0 \u00abcontaminat\u00bb per actituds de judici i cr\u00edtica a la proposta creativa. Per aix\u00f2 \u00e9s millor separar les dues fases, primer l\u2019aplicaci\u00f3 de la t\u00e8cnica creativa, sense cap tipus de limitaci\u00f3 i estirant totes les possibilitats, i despr\u00e9s avaluar, tocar de peus a terra, analitzar els avantatges i inconvenients de la proposta creativa i posar-la en pr\u00e0ctica en all\u00f2 que es pugui realment.<\/p>\n<blockquote><p>Caldr\u00e0 un esfor\u00e7 suplementari de dial\u00e8ctica, enginy i habilitat per sortejar trampes legals per ser creatius sense que la senyora Norma i la seva cosina, la senyora Burocr\u00e0cia, s\u2019enfadin massa. (Una mica, segur que s\u2019enfadaran&#8230;)<\/p><\/blockquote>\n<p>Els centres educatius, des d\u2019educaci\u00f3 infantil fins a la universitat, s\u00f3n organitzacions burocr\u00e0tiques, ja siguin privats o p\u00fablics. El m\u00f3n educatiu i la formaci\u00f3 reglada estan plens de normes, lleis, protocols, instruccions, programes i itineraris que obliguen i limiten la iniciativa. La burocr\u00e0cia i la creativitat no s\u00f3n gaire \u00abamigues\u00bb, sin\u00f3 tot el contrari. La burocr\u00e0cia es fonamenta en el respecte i l\u2019estricte compliment de la norma i la creativitat, just al contrari. Cal tenir present aquesta realitat (i dificultat) a l\u2019hora de voler que el centre educatiu sigui creatiu.\u00a0Caldr\u00e0 un esfor\u00e7 suplementari de dial\u00e8ctica, enginy i habilitat per sortejar trampes legals per ser creatius sense que la senyora Norma i la seva cosina, la senyora Burocr\u00e0cia, s\u2019enfadin massa. (Una mica, segur que s\u2019enfadaran&#8230;)<\/p>\n<p><strong>FONT:<\/strong>\u00a0El m\u00f3n des de Nova Zelanda. T\u00e8cniques creatives per al professorat (Gra\u00f3, 2008). Col\u00b7lecci\u00f3 Desenvolupament personal del professorat, 12. Podeu accedir a aquest llibre fent clic <span style=\"color: #0000ff\"><strong><a style=\"color: #0000ff\" href=\"http:\/\/www.grao.com\/llibres\/el-mon-des-de-nova-zelanda\" target=\"_blank\" rel=\"noopener\">aqu\u00ed<\/a><\/strong><\/span>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>La q\u00fcesti\u00f3 \u00e9s com el professorat pot ser m\u00e9s creatiu en la seva tasca professional al marge de la relaci\u00f3 did\u00e0ctica directa amb l\u2019alumnat. La creativitat del professorat repercuteix l\u00f2gicament en l\u2019alumnat i en el funcionament del centre, una influ\u00e8ncia que es pressuposa com a positiva&#8230;<\/p>\n","protected":false},"author":547,"featured_media":671,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[277,101,222,120],"tags":[142,278],"tipo":[],"class_list":["post-665","post","type-post","status-publish","format-standard","has-post-thumbnail","category-cretivitat","category-desenvolupament-personal","category-diagnostics-organitzatius","category-motivacio","tag-creativitat-2","tag-formacio-continua-del-professoratformacio-permanent"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Un univers per explorar. \u00c0mbits d&#039;aplicaci\u00f3 de la creativitat en el m\u00f3n educatiu - 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\/2015\/01\/15\/reflexions-breus-per-la-intervencio-educativa-oposicio-lescola-perspectiva-sociologica\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Un univers per explorar. \u00c0mbits d&#039;aplicaci\u00f3 de la creativitat en el m\u00f3n educatiu - L&#039;escola gra\u00f3 a gra\u00f3\" \/>\n<meta property=\"og:description\" content=\"La q\u00fcesti\u00f3 \u00e9s com el professorat pot ser m\u00e9s creatiu en la seva tasca professional al marge de la relaci\u00f3 did\u00e0ctica directa amb l\u2019alumnat. 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