{"id":3183,"date":"2016-09-21T05:00:46","date_gmt":"2016-09-21T03:00:46","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2016\/09\/21\/el-debat-educatiu-eufemismes-i-ambivalencies\/"},"modified":"2024-10-27T21:39:30","modified_gmt":"2024-10-27T20:39:30","slug":"el-debat-educatiu-eufemismes-i-ambivalencies","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2016\/09\/21\/el-debat-educatiu-eufemismes-i-ambivalencies\/","title":{"rendered":"El debat educatiu: eufemismes i ambival\u00e8ncies"},"content":{"rendered":"<figure id=\"attachment_896\" aria-describedby=\"caption-attachment-896\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/diarieducacio.cat\/rosasensat\/wp-content\/uploads\/sites\/9\/2016\/09\/d63eceb3-7d6e-4992-8c2a-d5745facb11b-1024x684.jpg\"><img fetchpriority=\"high\" decoding=\"async\" class=\"wp-image-896 size-full\" src=\"https:\/\/diarieducacio.cat\/rosasensat\/wp-content\/uploads\/sites\/9\/2016\/09\/d63eceb3-7d6e-4992-8c2a-d5745facb11b-1024x684.jpg\" alt=\"d63eceb3-7d6e-4992-8c2a-d5745facb11b-1024x684\" width=\"1024\" height=\"684\" \/><\/a><figcaption id=\"caption-attachment-896\" class=\"wp-caption-text\">Els alumnes de Mas Mas\u00f3 juguen voleibol dins el programa Joc al Pati. \/ SANDRA L\u00c1ZARO<\/figcaption><\/figure>\n<p>Des que fa uns anys els Jesu\u00eftes van publicitar el seu Horitz\u00f3 2020 per canviar el seu projecte educatiu va semblar que els mitjans de comunicaci\u00f3 m\u00e9s influents de Catalunya s\u2019apuntaven al carro de la innovaci\u00f3 educativa i certificaven l\u2019oportunitat, el rigor, la serietat i la pertinen\u00e7a d\u2019una realitat que era present, des de feia anys, en nombroses escoles catalanes, moltes d\u2019elles p\u00fabliques, i que, fins aleshores, havia estat ignorada, posada en dubte o ridiculitzada.<\/p>\n<p>L\u2019esclat medi\u00e0tic, el curs passat, del Programa Escola Nova 21, promogut pel Centre Unesco de Catalunya i la Fundaci\u00f3 Jaume Bofill, entre altres, ja va trobar el terreny adobat i semblava que, ara ja de forma definitiva, hav\u00edem travessat el llindar que separava l\u2019educaci\u00f3 del passat, autorit\u00e0ria, memor\u00edstica i elitista, de l\u2019educaci\u00f3 del present i del futur, respectuosa amb els infants i joves, integral i inclusiva, tal i com ja fa anys que diuen les lleis d\u2019aquest pa\u00eds.<\/p>\n<p>Lamentablement, sembla que no \u00e9s ben b\u00e9 aix\u00ed, sin\u00f3 que perdura i es mant\u00e9 un doble discurs. Per una banda, s\u2019exal\u00e7a el canvi i la innovaci\u00f3, tant en l\u2019arquitectura dels establiments educatius com en els recursos i tecnologies per a l\u2019aprenentatge, com en els m\u00e8todes did\u00e0ctics i en les maneres de fer del professorat. Per\u00f2 per l\u2019altra es mant\u00e9 viva una certa nost\u00e0lgia d\u2019un passat m\u00e9s m\u00edtic que real, que enyora el poder indiscutit dels mestres, la selecci\u00f3 indissimulada dels estudiants en funci\u00f3 del seu rendiment i de la seva actitud, el centrament en les assignatures \u201cimportants\u201d (ara amb l\u2019afegit\u00f3 de l\u2019angl\u00e8s) i l\u2019\u00e8mfasi en els colzes, els ex\u00e0mens i la mem\u00f2ria, quan \u2013segons aquest relat- tot anava molt millor que ara.<\/p>\n<blockquote><p><strong>No ser\u00e9 jo qui posi en dubte l\u2019autoritat dels mestres, que els d\u00f3na l\u2019edat, el coneixement, la instituci\u00f3 i la professionalitat, per\u00f2 hi ha una autoritat que respecta i estima els infants i joves, i una altra autoritat que no.<\/strong><\/p><\/blockquote>\n<p>Ho he pogut comprovar en una entrevista recent a la consellera d\u2019Ensenyament per part del t\u00e0ndem Cun\u00ed\/Rahola. S\u2019hi afirmava, sense marge per al dubte, que tot es va comen\u00e7ar a espatllar el dia que es va decidir d\u2019eliminar les tarimes de les aules i que els alumnes van deixar de tractar de vost\u00e8 els mestres. Aquest seria, segons els dos periodistes, el s\u00edmbol de la p\u00e8rdua d\u2019autoritat dels mestres, de la que se\u2019n derivarien tots els episodis d\u2019indisciplina i de viol\u00e8ncia, que fan impossible l\u2019ensenyament i l\u2019aprenentatge. No ser\u00e9 jo qui posi en dubte l\u2019autoritat dels mestres, que els d\u00f3na l\u2019edat, el coneixement, la instituci\u00f3 i la professionalitat, per\u00f2 hi ha una autoritat que respecta i estima els infants i joves, i una altra autoritat que no.<\/p>\n<p>Deien tamb\u00e9 els entrevistadors que l\u2019escola havia de preparar els alumnes no nom\u00e9s per ser ciutadans competents, sin\u00f3 tamb\u00e9 per ser competitius, perqu\u00e8 la societat que es trobaran ho \u00e9s i, doncs, no se\u2019ls pot enganyar tractant-los amb cot\u00f3 fluix, emfasitzant la col\u00b7laboraci\u00f3 i l\u2019ajuda m\u00fatua, pensant en els altres i en les conseq\u00fc\u00e8ncies de les seves decisions. De nou, l\u2019antiga i falsa idea que tot dep\u00e8n de nosaltres, que som els \u00fanics responsables\/culpables de la nostra situaci\u00f3, que la solidaritat \u00e9s pr\u00f2pia d\u2019incapa\u00e7os o de d\u00e8bils, que els condicionaments familiars, de caire socioecon\u00f2mic i cultural no compten. Resulta, per\u00f2, que la vida no s\u00f3n nom\u00e9s els diners, ni els \u00e8xits, que les persones no nom\u00e9s som cognici\u00f3, tamb\u00e9 som emoci\u00f3, i cos, i anhel de transcend\u00e8ncia; resulta que aquells condicionaments no determinen, no, per\u00f2 pesen i marquen.<\/p>\n<blockquote><p><strong>La major part dels mestres tenen clar que s\u00f3n a l\u2019escola no pas per posar traves als alumnes o per fer-los avorrir, sin\u00f3 per ajudar-los a tots, especialment als qui m\u00e9s ho necessiten.<\/strong><\/p><\/blockquote>\n<p>Acusaven encara l\u2019educaci\u00f3 catalana de treballar per a la mediocritat i no per a l\u2019excel\u00b7l\u00e8ncia. Venien a dir que l\u2019escola i els mestres es preocupen molt pels alumnes que tenen dificultats (pobres, immigrants, discapacitats&#8230;) i molt poc pels alumnes talentosos o senzillament \u201cnormals\u201d; que la tend\u00e8ncia \u00e9s a \u201cfrenar\u201d l\u2019aven\u00e7 d\u2019aquests per tal de convergir tots plegats en un mediocre punt mitj\u00e0; que no s\u2019estimula suficientment les capacitats, habilitats i interessos de cadascun dels estudiants. Tenen ra\u00f3 en una cosa: hi ha encara molt camp per c\u00f3rrer en la personalitzaci\u00f3 de l\u2019ensenyament, per\u00f2 la major part dels mestres tenen clar que s\u00f3n a l\u2019escola no pas per posar traves als alumnes o per fer-los avorrir, sin\u00f3 per ajudar-los a tots, especialment als qui m\u00e9s ho necessiten. Com passa a totes les fam\u00edlies, que els pares tot i estimar tots els seus fills no hi tenen el mateix tipus de dedicaci\u00f3; com passa en totes les empreses col\u00b7lectives (sigui un club de futbol, sigui una coral), que tothom mira de donar el m\u00e0xim de si mateix, mentre el director o l\u2019entrenador s\u2019ocupa sobretot del qui t\u00e9 mes dificultats.<\/p>\n<p>Que l\u2019educaci\u00f3 estigui en el primer pla del debat p\u00fablic \u00e9s una bona not\u00edcia. Que aquest di\u00e0leg sigui plural i contrastat, tamb\u00e9. Ens haurem d\u2019esfor\u00e7ar, per\u00f2, a clarificar b\u00e9 els termes de la discussi\u00f3, a fer visibles els sup\u00f2sits de cadascuna de les posicions i a contemplar les conseq\u00fc\u00e8ncies de tirar per un cam\u00ed o per l\u2019altre. Sense eufemismes, ni hipocresies.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Que l\u2019educaci\u00f3 estigui en el primer pla del debat p\u00fablic \u00e9s una bona not\u00edcia. Que aquest di\u00e0leg sigui plural i contrastat, tamb\u00e9. Ens haurem d\u2019esfor\u00e7ar, per\u00f2, a clarificar b\u00e9 els termes de la discussi\u00f3, a fer visibles els sup\u00f2sits de cadascuna de les posicions i a contemplar les conseq\u00fc\u00e8ncies de tirar per un cam\u00ed o per l\u2019altre. Sense eufemismes, ni hipocresies.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[119],"tags":[131],"tipo":[],"class_list":{"0":"post-3183","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-innovacio","7":"tag-escolanova21"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>El debat educatiu: eufemismes i ambival\u00e8ncies - 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\/2016\/09\/21\/el-debat-educatiu-eufemismes-i-ambivalencies\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"El debat educatiu: eufemismes i ambival\u00e8ncies - Blog de Rosa Sensat\" \/>\n<meta property=\"og:description\" content=\"Que l\u2019educaci\u00f3 estigui en el primer pla del debat p\u00fablic \u00e9s una bona not\u00edcia. 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Que aquest di\u00e0leg sigui plural i contrastat, tamb\u00e9. Ens haurem d\u2019esfor\u00e7ar, per\u00f2, a clarificar b\u00e9 els termes de la discussi\u00f3, a fer visibles els sup\u00f2sits de cadascuna de les posicions i a contemplar les conseq\u00fc\u00e8ncies de tirar per un cam\u00ed o per l\u2019altre. 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