{"id":3019,"date":"2014-09-19T06:11:56","date_gmt":"2014-09-19T04:11:56","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2014\/09\/19\/la-relacio-entre-la-teoria-la-practica-en-la-formacio-del-professorat-un-assumpte-pendent\/"},"modified":"2014-09-19T06:11:56","modified_gmt":"2014-09-19T04:11:56","slug":"la-relacio-entre-la-teoria-la-practica-en-la-formacio-del-professorat-un-assumpte-pendent","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2014\/09\/19\/la-relacio-entre-la-teoria-la-practica-en-la-formacio-del-professorat-un-assumpte-pendent\/","title":{"rendered":"La relaci\u00f3 entre la teoria i la pr\u00e0ctica en la formaci\u00f3 del professorat, un assumpte pendent"},"content":{"rendered":"

Arran de participar en el I Foro de expertos en comprensi\u00f3n lectora<\/a> a Granada plantejo una reflexi\u00f3 sobre actituds i prejudicis detectats al voltant de la formaci\u00f3 del professorat. El Foro oferia l\u2019oportunitat d\u2019observar l\u2019estat de la q\u00fcesti\u00f3 sobre l\u2019ensenyament i aprenentatge de la comprensi\u00f3 lectora i sobre la promoci\u00f3 de la lectura, i plantejava estrat\u00e8gies d\u2019intervenci\u00f3 per a la formaci\u00f3 del professorat per tal de contribuir a fixar els programes de lectura en aquella comunitat. El format establia ponts entre el treball i la reflexi\u00f3 dels especialistes que han desenvolupat i publicat recerques des d\u2019\u00f2ptiques diferents amb professionals implicats en els plans de lectura (inspectors, gestors de programes de lectura i docents coordinadors de projectes lectors en els centres). Esdevenia un espai \u00f2ptim on establir di\u00e0leg i transfer\u00e8ncia de coneixement i experi\u00e8ncies.<\/p>\n

Em va sorprendre la rellev\u00e0ncia atorgada als convocats com els experts<\/em> per bastir l\u00ednies de formaci\u00f3 del professorat actualitzades. La vertebraci\u00f3 del format obe\u00efa i s\u2019orientava cap a aquesta voluntat, i promovia espais de discussi\u00f3 en petit comit\u00e8 que permetien establir conclusions concretes i obertes al seu desenvolupament. Un binomi perfecte que vinculava el marc de discussi\u00f3 te\u00f2ric i la pr\u00e0ctica d\u2019aula.<\/p>\n

I la meva sorpresa es manifesta en observar com aquesta fusi\u00f3, per a mi natural i imprescindible, \u00e9s encara avui una assignatura pendent en l\u2019\u00e0mbit educatiu. No em s\u00f3n aliens comentaris com: \u201cteoria no, nom\u00e9s estrat\u00e8gies per fer a l\u2019aula\u201d; \u201cels professors d\u2019universitat estan lluny de la realitat\u201d, o b\u00e9 prejudicis sobre la utilitat dels articles te\u00f2rics \u201cescrits per professionals que no s\u00f3n a la trinxera cada dia\u201d.<\/p>\n

Per qu\u00e8 donar l\u2019esquena a la recerca i la innovaci\u00f3 que en disciplines com la cirurgia o la biomedicina s\u2019entenen com a imprescindibles? Ens hem de plantejar com resoldre aquest fals divorci entre teoria i pr\u00e0ctica en l\u2019\u00e0mbit educatiu perqu\u00e8 s\u00f3n cares d\u2019una mateixa moneda. Encara recordo quan vaig descobrir que un dels factors determinants en la comprensi\u00f3 de textos \u00e9s el lector (les experi\u00e8ncies pr\u00e8vies de lectura, els seus objectius i el seu coneixement del m\u00f3n), una descoberta provinent de la recerca i de la \u201cteoria\u201d que m\u2019obria un univers d\u2019estrat\u00e8gies d\u2019aula ben fonamentades i efectives.<\/p>\n

Cal, per tant, superar la dicotomia teoria-pr\u00e0ctica amb estrat\u00e8gies que les posin en relaci\u00f3 i amb l\u2019exercitaci\u00f3, en les formacions dels docents, que permeti la concreci\u00f3 dels resultats de la recerca en objectius did\u00e0ctics i el trasllat d\u2019aquests a les pr\u00e0ctiques d\u2019aula. F\u00e0cil? No, per\u00f2 s\u00ed apassionant. No \u00e9s sobrer si aspirem a formar un professorat aut\u00f2nom i cr\u00edtic. Les receptes universals estan for\u00e7a b\u00e9… per als llibres de cuina.<\/p>\n","protected":false},"excerpt":{"rendered":"

Arran de participar en el I Foro de expertos en comprensi\u00f3n lectora a Granada plantejo una reflexi\u00f3 sobre actituds i prejudicis detectats al voltant de la formaci\u00f3 del professorat. El Foro oferia l\u2019oportunitat d\u2019observar l\u2019estat de la q\u00fcesti\u00f3 sobre l\u2019ensenyament i aprenentatge de la comprensi\u00f3 lectora i sobre la promoci\u00f3 de la lectura, i plantejava<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"tipo":[],"class_list":{"0":"post-3019","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-general"},"yoast_head":"\nLa relaci\u00f3 entre la teoria i la pr\u00e0ctica en la formaci\u00f3 del professorat, un assumpte pendent - Blog de Rosa Sensat<\/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\/rosasensat\/2014\/09\/19\/la-relacio-entre-la-teoria-la-practica-en-la-formacio-del-professorat-un-assumpte-pendent\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La relaci\u00f3 entre la teoria i la pr\u00e0ctica en la formaci\u00f3 del professorat, un assumpte pendent - Blog de Rosa Sensat\" \/>\n<meta property=\"og:description\" content=\"Arran de participar en el I Foro de expertos en comprensi\u00f3n lectora a Granada plantejo una reflexi\u00f3 sobre actituds i prejudicis detectats al voltant de la formaci\u00f3 del professorat. 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