{"id":3361,"date":"2018-05-03T17:07:35","date_gmt":"2018-05-03T15:07:35","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2018\/05\/03\/lescola-inevitable-a-vegades-incompatible\/"},"modified":"2024-10-27T21:46:04","modified_gmt":"2024-10-27T20:46:04","slug":"lescola-inevitable-a-vegades-incompatible","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2018\/05\/03\/lescola-inevitable-a-vegades-incompatible\/","title":{"rendered":"L\u2019escola inevitable, a vegades incompatible"},"content":{"rendered":"

<\/a><\/p>\n

El t\u00edtol l’he agafat prestat del llibre \u201cEstima\u2019m quan menys ho mereixi… perqu\u00e8 \u00e9s quan m\u00e9s ho necessito<\/a>\u201d[1]<\/a>, que just aquesta setmana acaba d\u2019arribar a les llibreries. Un dels seus darrers cap\u00edtols est\u00e0 destinat a suggerir formes de possible acord entre la condici\u00f3 adolescent i les desenfocades pretensions adultes (en forma d\u2019administraci\u00f3, de pares que cerquen control i bones notes, de professorat que vol transmetre coneixement) i far\u00e9 un breu apunt del seu contingut en aquest article.<\/p>\n

Sense simplificar gaire he de dir que, en l\u2019actualitat, l\u2019ensenyament secundari \u00e9s, amb molt, una font significativa de tensi\u00f3 i dificultat entre bona part dels adolescents. No nom\u00e9s assistim a la complexitat d\u2019educar en una etapa convulsa i apassionant, sin\u00f3 que les distancies entre el que ells i elles consideren important a la seva vida i el que els proposa l\u2019escola oficial comencen a ser enormes.<\/p>\n

Iniciar l’adolesc\u00e8ncia sempre ha estat descobrir que hi havia vida m\u00e9s enll\u00e0 de l’escola. En canviar d’etapa vital, en plena adolesc\u00e8ncia, l’escola com a instituci\u00f3 deixa d’ocupar un lloc central a la vida. Per\u00f2 \u00e9s entre les seves parets on passen m\u00e9s temps, on tenen m\u00e9s ocasions de posar en pr\u00e0ctica les seves adolesc\u00e8ncies. A m\u00e9s, malgrat l’obligatorietat, hi van raonablement feli\u00e7os a dedicar-se a ser adolescents.<\/p>\n

Malauradament, bona part de les escoles de secund\u00e0ria estan pensades des de la l\u00f2gica acad\u00e8mica i el curr\u00edculum, tenen molt poc en compte la condici\u00f3 adolescent del seu alumnat. La dist\u00e0ncia entre el m\u00f3n adolescent i el m\u00f3n adult t\u00e9 la m\u00e0xima expressi\u00f3 en les aules de secund\u00e0ria. Mentre els adults pensen a formar-los sense parar-se a pensar com \u00e9s el seu m\u00f3n, els adolescents van a la seva. Suporten l’escola amb graus d’acomodaci\u00f3 diversa i en surten amb actituds molt cr\u00edtiques sobre el lloc que el fet d’aprendre m\u00e9s i de saber m\u00e9s ha d’ocupar en la seva vida.<\/p>\n

Aprendre en una escola adolescent<\/h3>\n

\"\"<\/a><\/p>\n

Per descomptat, fer una bona escola de secund\u00e0ria \u00e9s fer una bona escola. Per aix\u00f2 he de destacar (idea 2) que la major part de la bona pedagogia per a adolescents est\u00e0 inventada. \u00c9s la bona pedagogia innovadora que hem d’aplicar a totes les etapes. \u00c9s una escola que, tamb\u00e9 amb els adolescents, aplica les regles b\u00e0siques de l’aprenentatge o les pedagogies centrades en la persona o les propostes educatives que tenen en compte l’entorn, el context, la vida. L’inconvenient afegit de no fer una bona escola amb els adolescents \u00e9s que aquests ho descobreixen f\u00e0cilment i poden contestar amb facilitat les propostes que fan els seus professors, que imposen els seus pares. El desfasament entre l’escola que necessita l’alumnat d’avui i l’escola que tenen entra en la seva fase m\u00e9s cr\u00edtica quan ha d’ocupar-se d’adolescents, que f\u00e0cilment descobreixen la incoher\u00e8ncia de les propostes escolars.<\/p>\n

En temps d’innovaci\u00f3 educativa la pregunta que no sembla que ens estiguem fent \u00e9s la de “com hauria de ser una escola que els adolescents puguin viure com si fos seva, com a territori adolescent en positiu?” No es tracta de fer qualsevol escola. Un institut no \u00e9s bo pel simple fet que no sembli generar conflictes amb els seus adolescents. Tampoc ho \u00e9s si renuncia a educar ensenyant. Encara menys si tan sols valora els t\u00edtols, els resultats acad\u00e8mics del final dels estudis.<\/p>\n

Ajudar el fill, tenir en compte l’alumnat adolescent, tamb\u00e9 \u00e9s pensar l’escola que li seria \u00fatil, aquella que acull, ensenya i educa en clau adolescent. He dedicat un seguit de p\u00e0gines a intentar descriure-la. Al final d’elles proposo un resum de 24 idees. Un resum de les variables que hauria de reunir una escola adolescent, per a adolescents diversos. N’apuntar\u00e9 quatre.<\/p>\n

Inevitablement (idea 7) ha de ser una escola que no agrupi per \u00abnivells\u00bb, que no classifiqui les adolesc\u00e8ncies en funci\u00f3 dels rendiments acad\u00e8mics. Tampoc (idea 13) pot deixar de ser una escola habitada per exploradors (o que tracta d’aconseguir que ho siguin quan no volen sortir de les seguretats infantils o s’instal\u00b7len en la passivitat).<\/p>\n

Per descomptat (idea 24), no pot acceptar que alguns estiguin contra tot i contra tothom. L’adolescent m\u00e9s \u00abdif\u00edcil\u00bb, si m\u00e9s no, hauria de trobar un \u00abconserge\u00bb ben\u00e8vol amb el qual ocupar-se de les fotoc\u00f2pies o del manteniment. Sentir l’escola com si fos seva \u00e9s, si m\u00e9s no, trobar alg\u00fa i trobar alguna cosa que connecti amb les seves vides.<\/p>\n

La resta d’idees s\u00f3n deures escolars que proposo al lector. Llegir des de la p\u00e0gina 199 a la 224 i copiar-les. Perqu\u00e8, quan acabem de pensar com ha de ser una escola adolescent, haurem de tornar a cercar respostes a la impertinent pregunta d’un adolescent enamorat, un dilluns a les vuit del mat\u00ed: i jo per qu\u00e8 he d’anar a l’institut?<\/em><\/p>\n

 <\/p>\n

[1]<\/a> Funes, J. (2018): \u201cEstima\u2019m quan menys ho mereixi \u2026 perqu\u00e8 es quan m\u00e9s ho necessito. Una guia per a pares i Mestres d\u2019adolescents\u201d. Ed. Columna.<\/p>\n","protected":false},"excerpt":{"rendered":"

Sense simplificar gaire he de dir que, en l\u2019actualitat, l\u2019ensenyament secundari \u00e9s, amb molt, una font significativa de tensi\u00f3\u0301 i dificultat entre bona part dels adolescents. No nom\u00e9s assistim a la complexitat d\u2019educar en una etapa convulsa i apassionant, sin\u00f3\u0301 que les distancies entre el que ells i elles consideren important a la seva vida i el que els proposa l\u2019escola oficial comencen a ser enormes.<\/p>\n","protected":false},"author":1,"featured_media":3363,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[157,169,118],"tipo":[],"class_list":{"0":"post-3361","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-general","8":"tag-adolescents","9":"tag-escola","10":"tag-innovacio"},"yoast_head":"\nL\u2019escola inevitable, a vegades incompatible - 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\/2018\/05\/03\/lescola-inevitable-a-vegades-incompatible\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L\u2019escola inevitable, a vegades incompatible - Blog de Rosa Sensat\" \/>\n<meta property=\"og:description\" content=\"Sense simplificar gaire he de dir que, en l\u2019actualitat, l\u2019ensenyament secundari \u00e9s, amb molt, una font significativa de tensi\u00f3\u0301 i dificultat entre bona part dels adolescents. 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