{"id":3445,"date":"2020-03-09T23:16:51","date_gmt":"2020-03-09T22:16:51","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2020\/03\/09\/arriba-la-recerca-educativa-a-les-classes\/"},"modified":"2025-03-27T13:10:25","modified_gmt":"2025-03-27T12:10:25","slug":"arriba-la-recerca-educativa-a-les-classes","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2020\/03\/09\/arriba-la-recerca-educativa-a-les-classes\/","title":{"rendered":"Arriba la recerca educativa a les classes?"},"content":{"rendered":"<p><a href=\"https:\/\/diarieducacio.cat\/rosasensat\/wp-content\/uploads\/sites\/9\/2020\/03\/iStock-622315182.jpg\"><\/a><\/p>\n<p>Ja fa temps que a les facultats d\u2019educaci\u00f3, i als seus departaments de did\u00e0ctica de totes les especialitats, es desenvolupen moltes recerques que, motivades per problemes o reptes educatius, intenten trobar an\u00e0lisis serioses i, en principi, resultats que portin a propostes de diagnosi i de millora. Ja sigui fent tesis doctorals o articles de recerca que es publiquen en revistes adequades, els estudiosos desenvolupen projectes finan\u00e7ats o milloren la seva situaci\u00f3 acad\u00e8mica personal. Per\u00f2 sorgeix una q\u00fcesti\u00f3 que mereix una reflexi\u00f3 serena: hi ha una repercussi\u00f3 de la recerca educativa en les classes? Desitjar\u00edem que aix\u00ed fos, per\u00f2, com indicarem, estem molt lluny d\u2019aconseguir una transmissi\u00f3 correcta de la recerca a les classes.<\/p>\n<p>Citarem quatre elements a tenir en compte:<\/p>\n<ul>\n<li>El fet que les recerques es \u00abpubliquin\u00bb no aporta una soluci\u00f3 al problema. Moltes publicacions de qualitat es fan en angl\u00e8s i en revistes internacionals de dif\u00edcil acc\u00e9s. Per\u00f2 encara hi ha un fet m\u00e9s greu: les recerques publicades tenen un llenguatge molt especialitzat, \u00e9s a dir, no s\u00f3n assequibles per a la majoria d\u2019educadors no especialitzats en els temes.<\/li>\n<li>El pas de la recerca a les classes exigeix en primer lloc disposar de mitjans o estrat\u00e8gies comunicatives i formatives que donin a con\u00e8ixer als mestres quins resultats s\u2019han trobat i quines conseq\u00fc\u00e8ncies haurien de tenir (canvis de paradigmes, noves metodologies, nous temes\u2026). \u00d2bviament, hi ha una recerca que no va en aquesta l\u00ednia d\u2019accions, i per tant no \u00e9s tan clau perqu\u00e8 sigui divulgada arreu (estudis hist\u00f2rics, biogr\u00e0fics, bibliogr\u00e0fics\u2026), per\u00f2 de les recerques amb voluntat de millora real educativa s\u00ed que caldria assegurar-ne el coneixement.<\/li>\n<\/ul>\n<p>Als Estats Units i en el camp concret de l\u2019educaci\u00f3 matem\u00e0tica ja s\u2019editen regularment publicacions que expliquen de forma entenedora les noves troballes i les seves implicacions docents. Se\u2019n fan c\u00e0rrec diverses publicacions d\u2019associacions professionals.<\/p>\n<ul>\n<li>Molts resultats de recerca no s\u00f3n de quil\u00f2metre zero. S\u00f3n resultats internacionals i, per tant, juntament amb les recerques locals de les nostres universitats, tamb\u00e9 caldria tenir en compte resultats d\u2019arreu. \u00c9s interessant, en particular, poder tenir una certa visi\u00f3 \u00e0mplia del que passa arreu, d\u2019all\u00f2 que en altres llocs no es fa o es creu millor incorporar.<\/li>\n<li>A Catalunya no hi ha cap mecanisme de transmissi\u00f3 de la recerca, la qual cosa \u00e9s de lamentar. Cal esmentar tamb\u00e9 que estar al dia de les recerques ja fetes i contrastades \u00e9s una magn\u00edfica forma d\u2019actualitzaci\u00f3, de formaci\u00f3 permanent d\u2019alt nivell.<\/li>\n<\/ul>\n<p>No atendre aquesta transmissi\u00f3 de la recerca \u00e9s un greu error dels que la fan i de les autoritats educatives que acullen i financen els programes investigadors. Una recerca educativa amb voluntat de canvi i millora, que no transcendeixi i que resti al \u00abn\u00favol\u00bb, en un marc purament te\u00f2ric, posa en dubte l\u2019inter\u00e8s de la mateixa recerca. Igual que ning\u00fa entendria que la recerca m\u00e8dica no influ\u00eds en algun moment en la millora dels pacients potencials o que una recerca farmac\u00e8utica no port\u00e9s a cap nova proposta de tractaments, en el camp educatiu tampoc podem admetre que no es doni una projecci\u00f3 assequible dels resultats.<\/p>\n<p>Les universitats i el Departament d\u2019Educaci\u00f3 s\u00f3n responsables de poder oferir aquesta transmissi\u00f3 de la recerca que aqu\u00ed reclamem, amb publicacions web, en cursos o exposicions, en jornades\u2026 Per\u00f2, hi insistim, no es tracta de publicar traduccions o estudis sencers, sin\u00f3 documents o explicacions (v\u00eddeos, per exemple) que facin assequibles els resultats i orientin sobre com implementar-los a les aules. L\u2019acci\u00f3 de bons divulgadors resultaria essencial. En alguns llocs s\u2019ha optat per fer almenys resums anuals de resultats, la qual cosa \u00e9s tamb\u00e9 una alternativa.<\/p>\n<p>La recerca educativa ben feta porta a resultats indiscutibles, que no es poden discutir, i per tant no \u00e9s raonable que no tinguin transcend\u00e8ncia en la formaci\u00f3. Un exemple de matem\u00e0tiques: s\u2019ha pogut demostrar rigorosament que les matem\u00e0tiques s\u2019aprenen millor si s\u2019exposen en context, \u00e9s a dir, si es motiven amb aplicacions, si es veuen els problemes que resolen, i si es donen exemples i contextos que interessin als alumnes. A partir d\u2019aquest fet, que la recerca ha descobert i avalat, ja no val seguir presentant les matem\u00e0tiques en l\u2019estil formal tradicional d\u2019explicar primer la \u00abteoria\u00bb i molt posteriorment esmentar l\u2019inter\u00e8s i per a qu\u00e8 serveix el que s\u2019ha exposat. Cal fer-ho al rev\u00e9s.<\/p>\n<p>Tenim per davant un altre repte. La qualitat del nostre ensenyament ens obliga a posar fil a l\u2019agulla. Som-hi.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>El catedr\u00e0tic de matem\u00e0tiques Claudi Alsina defensa que la recerca educativa ha de tenir transcend\u00e8ncia en la formaci\u00f3, plantejant aix\u00ed un repte per a les persones educadores per crear m\u00e9s inter\u00e8s en l&#8217;ensenyament.<\/p>\n","protected":false},"author":326,"featured_media":3446,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[104,2],"tags":[251,276,277,278,279],"tipo":[],"class_list":["post-3445","post","type-post","status-publish","format-standard","has-post-thumbnail","category-formacio","category-general","tag-251","tag-analisis","tag-claudi-alsina","tag-educacio-matematica","tag-recerca"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Arriba la recerca educativa a les classes? - 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\/2020\/03\/09\/arriba-la-recerca-educativa-a-les-classes\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Arriba la recerca educativa a les classes? 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