{"id":3393,"date":"2018-12-11T00:00:41","date_gmt":"2018-12-10T23:00:41","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2018\/12\/11\/volem-treure-bones-notes-avaluacio-per-a-que\/"},"modified":"2025-03-28T14:56:28","modified_gmt":"2025-03-28T13:56:28","slug":"volem-treure-bones-notes-avaluacio-per-a-que","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2018\/12\/11\/volem-treure-bones-notes-avaluacio-per-a-que\/","title":{"rendered":"Volem treure bones notes! Avaluaci\u00f3 per a qu\u00e8?"},"content":{"rendered":"

Per qu\u00e8 donem tanta import\u00e0ncia a les sortides universit\u00e0ries? <\/span><\/i>Per qu\u00e8 pressionem tant els adolescents? I despr\u00e9s es troben sense sortida laboral. <\/span><\/i>El frac\u00e0s escolar fa patir als implicats (alumnat, fam\u00edlies, professorat conscient).<\/span><\/i><\/p>\n

Darrerament es torna a parlar for\u00e7a d\u2019avaluaci\u00f3. La gran majoria estem acostumats a que ens posin notes o a posar-ne. Han estat molts anys fent-ho, unes quantes generacions ho han patit. Reflexionem-hi. La pressi\u00f3 de la nota existeix i molt. Pr\u00e8viament o posterior, la pressi\u00f3 per arribar a la Universitat. Nota alta d\u00f3na prestigi, apropa als estudis superiors: la nota baixa evidentment no t\u00e9 prestigi i aboca a la Formaci\u00f3 Professional. <\/span><\/p>\n

Ha aparegut un <\/span>nou decret d’<\/b>avaluaci\u00f3<\/b>\u00a0que com totes les novetats ens d\u00f3na esperances i ens crea interrogants. Li passar\u00e0 com a d\u2019altres decrets que es publiquen i despr\u00e9s no es fa una formaci\u00f3 i\/o un seguiment per a la seva implantaci\u00f3 als centres? L\u2019avaluaci\u00f3 \u00e9s molt important, per\u00f2 un canvi com el que indica el decret implica un canvi en la mateixa orientaci\u00f3 a la pr\u00e0ctica di\u00e0ria a les aules. Metodologies, organitzaci\u00f3, proves… com les seguirem fent? Seria interessant que no es not\u00e9s massa que avaluem, que l\u2019alumnat reb\u00e9s la nostra resposta content de veure que ens en preocupem, que ens interessa el que fa i el que apr\u00e8n, per\u00f2 que no estigu\u00e9s pendent de la nota. <\/span><\/p>\n

Ser\u00e0 un xic dif\u00edcil avaluar per compet\u00e8ncies si volem seguir les normes del Decret. Es treballa realment per compet\u00e8ncies? Fem les programacions en aquesta l\u00ednia, per\u00f2 a la pr\u00e0ctica di\u00e0ria a les aules es fa? Segurament al practicar els continguts que ensenyem s\u2019estan aprenent algunes compet\u00e8ncies, o millor dit, <\/span>els donem eines perqu\u00e8 adquireixin compet\u00e8ncies<\/b>; aquesta \u00e9s la tasca que ens toca als docents.<\/span><\/p>\n

Avaluem per ajudar a aprendre o per posar notes?<\/b><\/p>\n

De moment la pressi\u00f3 social de fam\u00edlies, alumnat i professorat ens fa posar notes num\u00e8riques. No hi ha gaire difer\u00e8ncia entre posar de l\u20191 al 10 o de l\u20191 al 4 (simplificaci\u00f3 exagerada del nou Decret). La pressi\u00f3 no ens pot fer oblidar que tota avaluaci\u00f3 ha de ser pedag\u00f2gica, ha d\u2019estar al servei de l\u2019alumnat. Tamb\u00e9 ha de servir, clar, per informar les fam\u00edlies i per proporcionar les acreditacions.<\/span><\/p>\n

Evidentment els canvis ens impliquen al professorat; si canviem l\u2019orientaci\u00f3 de les avaluacions, si hem canviat la metodologia, si no fem ex\u00e0mens ni proves, si fem un seguiment quotidi\u00e0, si animem a l\u2019autoconsci\u00e8ncia de l\u2019alumnat sobre el que ha apr\u00e8s i com ho ha apr\u00e8s, si tenim en compte la satisfacci\u00f3 dels estudiants en el seus processos d\u2019aprenentatge… canviarem tamb\u00e9 nosaltres.<\/p>\n

La majoria de l\u2019alumnat continua demanant-nos quina nota han tret; potser despr\u00e9s d\u2019uns anys treballant de manera diferent ens demanaran que els hi valorem <\/span>qu\u00e8 han apr\u00e8s i com ho han apr\u00e8s, i qui sap si en un futur lluny\u00e0, si no hem canviat, ens parlaran de compet\u00e8ncies… <\/span><\/p>\n

L\u2019avaluaci\u00f3 sempre tindr\u00e0 una part subjectiva; ens influencien els estats d\u2019\u00e0nim, els conflictes nostres i de l\u2019entorn i, sobre tot, <\/span>el poder que tenim d\u2019aprovar o suspendre l\u2019alumnat al nostre c\u00e0rrec. NO CAL SUSPENDRE, JA HO FA LA VIDA, MALAURADAMENT, em deia fa molts anys un professor a la universitat.<\/span><\/p>\n

Esperem que el Decret no comporti una aplicaci\u00f3 del que demana el sistema econ\u00f2mic dominant. Ara tot \u00e9s competencial perqu\u00e8 l\u2019alumnat serveixi per tot all\u00f2 que calgui: feines noves, feines per inventar, treballs precaris, canvis continuats al llarg de la vida laboral (que ser\u00e0 molt llarga), sous molt petits, necessitat de fer v\u00e0ries feines alhora… Si ens deixem imbuir per aquesta ideologia seguirem avaluant per competir, per posar notes, per elaborar un r\u00e0nquing de centres… \u00a0com fan les proves diagn\u00f2stiques del Departament o les de PISA.<\/span><\/p>\n

Com afecta l\u2019avaluaci\u00f3? Alumnes que no se\u2019n surten, ho viuen com un frac\u00e0s personal, no del sistema. Cal recon\u00e8ixer a cadasc\u00fa tal com \u00e9s. <\/b><\/p>\n

Als meus anys de profe em feien patir molt aquells nois o noies que vivien el seu frac\u00e0s com quelcom personal, com si fos culpa seva. La cultura de l\u2019esfor\u00e7, com altres ideologies semblants, <\/span>busca culpabilitzar les criatures i els adolescents i les seves fam\u00edlies.<\/span> La responsabilitat dels aprenentatges \u00e9s social, no individual, com la salut.<\/p>\n

Hem d\u2019entendre les compet\u00e8ncies com quelcom per cooperar no per competir. Els errors s\u00f3n una bona eina per aprendre i millorar. Tamb\u00e9 s\u00f3n importants les anomenades compet\u00e8ncies emocionals: valorar i aprendre la necessitat de ser feli\u00e7, de gaudir de la vida i de la feina, de les relacions amb les altres persones, d\u2019estimar i ser estimat.<\/span><\/p>\n

El repte \u00e9s ajudar a cada criatura o adolescent a sortir-se\u2019n tal com \u00e9s, a aprofitar totes les capacitats que t\u00e9. Si acompanyem l\u2019alumnat al llarg dels seus anys d\u2019estudis, si no animem a competir, l\u2019alumnat valorar\u00e0 all\u00f2 que el fa feli\u00e7, valorar\u00e0 que totes les feines tenen la mateixa import\u00e0ncia social. Posar\u00e0 al mateix nivell les feines manuals i les intel\u00b7lectuals. L\u2019haurem ajudat a pensar de manera cr\u00edtica, a participar en els afers de la comunitat, a fer pol\u00edtica en el sentit noble de la paraula… malgrat aquestes actituds no interessin als que manen i per aix\u00f2 els pressupostos en educaci\u00f3 (i sanitat) estan tan retallats.<\/span><\/p>\n

Quants adolescents son pressionats per fer uns determinats estudis pensant en el rendiment econ\u00f2mic o la posici\u00f3 social! Sempre he recomanat que facin all\u00f2 que els agradi. Hi ha advocats infeli\u00e7os malgrat els bons salaris que reben i fusters feli\u00e7os amb les necessitats b\u00e0siques cobertes. Per qu\u00e8 estem prestigiant tant els estudis universitaris malgrat les xifres d\u2019atur i desvaloritzem la formaci\u00f3 professional?<\/span><\/p>\n

En rebre el guard\u00f3 Marta Mata 2018 l\u2019escola de circ de l\u2019Ateneu 9Barris de Barcelona van dir: <\/span>EL CIRC NO \u00c9S COMPETICI\u00d3, \u00c9S COOPERACI\u00d3.<\/b> Un bon lema per aplicar als centres escolars i per acabar l\u2019article.<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Darrerament es torna a parlar for\u00e7a d\u2019avaluaci\u00f3. La gran majoria estem acostumats a que ens posin notes o a posar-ne. Han estat molts anys fent-ho, unes quantes generacions ho han patit. Reflexionem-hi. La pressi\u00f3 de la nota existeix i molt. Pr\u00e8viament o posterior, la pressi\u00f3 per arribar a la Universitat. Nota alta d\u00f3na prestigi, apropa als estudis superiors: la nota baixa evidentment no t\u00e9 prestigi i aboca a la Formaci\u00f3 Professional.<\/p>\n","protected":false},"author":20,"featured_media":3394,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[233,2,197],"tags":[],"tipo":[],"class_list":{"0":"post-3393","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-avaluacio","8":"category-general","9":"category-infants"},"yoast_head":"\nVolem treure bones notes! 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