{"id":969,"date":"2015-06-03T06:30:12","date_gmt":"2015-06-03T06:30:12","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=969"},"modified":"2024-05-13T18:30:17","modified_gmt":"2024-05-13T16:30:17","slug":"potser-es-un-bon-moment-per-tornar-se-a-aixecar","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2015\/06\/03\/potser-es-un-bon-moment-per-tornar-se-a-aixecar\/","title":{"rendered":"Potser \u00e9s un bon moment per tornar-se a aixecar"},"content":{"rendered":"<p>Comprendre \u00e9s una de les accions m\u00e9s interessants i complaents que podem tenir els \u00e9ssers humans. I, dins\u00a0la<span style=\"color: #0000ff\"><strong><a style=\"color: #0000ff\" href=\"http:\/\/www.grao.com\/revistes\/guix\/414-comunitats-d-aprenentatge\" target=\"_blank\" rel=\"noopener\"> revista<\/a> <\/strong><\/span>que inclou aquest text, l\u2019entrevista del professor Ball ens pot ajudar molt en aquest exercici. De fet, la seva lectura atenta ens ha fet canviar el t\u00edtol d\u2019aquest text. Les not\u00edcies que ens han arribat aquestes darreres setmanes no podem dir que siguin molt encoratjadores, i podr\u00edem comen\u00e7ar-lo dient: \u201cla gota que fa vessar el got\u201d.<\/p>\n<p>La capacitat de generar sorpreses que est\u00e0 mostrant la creaci\u00f3 de la LOMCE sembla que no tingui l\u00edmits. El passat 25 de febrer es publicava, al BOE, el nou curr\u00edculum de religi\u00f3, fet que ha generat rius de tinta i una gran activitat a les xarxes socials, posicionaments i fins i tot matisos a determinats espais territorials per part de les mateixes autoritats eclesi\u00e0stiques.<\/p>\n<p>Segons el Concordat vigent, aquest curr\u00edculum l\u2019elabora la Confer\u00e8ncia Episcopal, per\u00f2 el podem contextualitzar perfectament dins les l\u00ednies de tradicionalitat conservadora en qu\u00e8 es basa la mateixa llei. No podem oblidar, a m\u00e9s, que aquesta mat\u00e8ria ha adquirit l\u2019estatus d\u2019avaluable.<\/p>\n<p>Aquest tema el podem tractar des de dues perspectives, l\u2019una t\u00e9 m\u00e9s a veure amb les q\u00fcestions ideol\u00f2giques de l\u2019educaci\u00f3; l\u2019altra, amb q\u00fcestions m\u00e9s cient\u00edfiques. En relaci\u00f3 amb la primera, es tracta del <strong>model de ciutadana o ciutad\u00e0 que volem formar<\/strong> i, conseg\u00fcentment, crearem els centres que ens calguin per aconseguir els nostres prop\u00f2sits. Fa temps que es parla de la necessitat de tenir una escola p\u00fablica, catalana, laica, coeducativa, solid\u00e0ria, inclusiva, intercultural&#8230; <strong>Aquesta mirada propicia que els centres docents siguin concebuts com uns espais oberts a totes les persones sense cap mena de discriminaci\u00f3<\/strong>. Els nostres ho s\u00f3n, per\u00f2, perqu\u00e8 aquests valors ciutadans siguin efectius, l\u2019educaci\u00f3 ha de contenir aquests aspectes nuclears i comuns. I el fet religi\u00f3s i la manera com es practiqui, reconeixent-ne el m\u00e0xim respecte i tota la legitimitat possibles, s\u2019haurien de relegar a l\u2019\u00e0mbit familiar i a la comunitat de fidels de cada dogma.<\/p>\n<p>Unes quantes setmanes despr\u00e9s, s\u2019anuncia el nou sistema d\u2019<strong>avaluaci\u00f3 de les diferents etapes educatives<\/strong>. El retorn a les antigues rev\u00e0lides. Sens dubte, es tracta d\u2019un sistema de qualificaci\u00f3, perqu\u00e8 no podem dir-ne d\u2019avaluaci\u00f3. El seu contingut indica que tindr\u00e0 poc de formador i de formatiu per a l\u2019alumnat, m\u00e9s aviat ser\u00e0 de car\u00e0cter selectiu i s\u2019allunya del model competencial al qual tendeixen a dirigir-se els sistemes pedag\u00f2gics que considerem necessaris per a la societat del segle xxi. Si tornem a l\u2019entrevista del professor Ball, veurem que introdueix els tres elements que identifiquen clarament aquests models neoconservadors: la mesura, tret caracter\u00edstic de l\u2019avaluaci\u00f3 plantejada; la llibertat d\u2019elecci\u00f3, que es mostra com un dret que no tothom pot exercir de la mateixa manera, i el mercat, propi d\u2019un sistema educatiu i social basat en la competici\u00f3, m\u00e9s que no pas en la cooperaci\u00f3.<\/p>\n<p>Amb tots aquests elements damunt la taula, podem dir que no s\u2019hauria de caure de nou en els mateixos errors. L\u2019oposici\u00f3 ja va dir que la LOMCE duraria el que dur\u00e9s la majoria absoluta del Govern espanyol, per\u00f2, com diu el professor Ball, potser cal pensar una mica m\u00e9s enll\u00e0: <strong>cal tornar-se a aixecar<\/strong>.<\/p>\n<blockquote><p>Ja comen\u00e7a a ser hora que l\u2019educaci\u00f3 d\u2019aquest pa\u00eds tingui prou estabilitat per permetre uns marges de treball suficients que ens ajudin a aconseguir uns processos adequats, \u00fanica manera d\u2019obtenir uns resultats satisfactoris.<\/p><\/blockquote>\n<p>Per aix\u00f2, cal activar-ne el vessant cient\u00edfic, de qu\u00e8 parl\u00e0vem abans. Hem de veure quin treball d\u2019aula, quines metodologies, quina organitzaci\u00f3 de centres, quin model organitzatiu \u00e9s el m\u00e9s convenient per tal d\u2019oferir, als nostres infants i joves d\u2019avui, l\u2019educaci\u00f3 que es mereixen. I no podem oblidar el sentit ideol\u00f2gic al qual f\u00e8iem refer\u00e8ncia, el de la <strong>formaci\u00f3 d\u2019una ciutadania culta, cr\u00edtica, democr\u00e0tica i compromesa<\/strong>. El vessant qualitatiu no pot a\u00efllar-se de l\u2019equitatiu i, de manera clara, s\u2019ha de dir que cal invertir m\u00e9s en aquelles persones que es troben en entorns m\u00e9s complexos. Aquesta mesura ha estat transversal en pa\u00efsos que creuen en la just\u00edcia social.<\/p>\n<p>La construcci\u00f3 d\u2019una proposta pedag\u00f2gica coherent necessita temps i confian\u00e7a. En aquest sentit, seria desitjable que les persones legisladores tinguessin una gran capacitat d\u2019escolta activa i d\u2019humilitat. Haurien de donar pas i veu a l\u2019escola i a qui hagu\u00e9s fet recerca educativa seriosament amb perspectiva i prospectiva. D\u2019altra banda, tamb\u00e9 ens cal estar conven\u00e7uts que l\u2019educaci\u00f3 \u00e9s una eina essencial per a la nostra millora personal i col\u00b7lectiva.<\/p>\n<blockquote><p>Aix\u00f2 implicaria passar de la ret\u00f2rica als fets, com tamb\u00e9 aprofitar el moviment social actual per fomentar la participaci\u00f3 ciutadana i acad\u00e8mica en el disseny curricular i en l\u2019avaluaci\u00f3 del sistema educatiu. No significa res m\u00e9s que empoderar les persones, la veritable ra\u00f3 de ser de la nostra societat democr\u00e0tica.<\/p><\/blockquote>\n<p>Tal com va dir l\u2019admirat Eduardo Galeano, recentment traspassat i a qui volem mostrar el nostre m\u00e9s sentit reconeixement: \u00abMolta gent petita en llocs petits fent coses petites pot canviar el m\u00f3n\u00bb.<\/p>\n<p><strong>FONT:<\/strong> Revista GUIX n. 414. Clic <span style=\"color: #0000ff\"><strong><a style=\"color: #0000ff\" href=\"http:\/\/www.grao.com\/revistes\/guix\/414-comunitats-d-aprenentatge\/potser-es-un-bon-moment-per-tornar-se-a-aixecar\" target=\"_blank\" rel=\"noopener\">aqu\u00ed<\/a><\/strong><\/span>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>No podem dir que les not\u00edcies que ens han arribat al llarg de les darreres setmanes siguin gaire encoratjadores, de manera que podr\u00edem comen\u00e7ar el text dient: \u00abLa gota que fa vessar el got\u00bb.<\/p>\n","protected":false},"author":524,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[182,222,155],"tags":[151,156],"tipo":[],"class_list":{"0":"post-969","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-comunitat-educativa","7":"category-diagnostics-organitzatius","8":"category-funcio-social-de-lensenyament","9":"tag-accio-social","10":"tag-protestes"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - 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