{"id":3488,"date":"2021-06-02T22:19:41","date_gmt":"2021-06-02T20:19:41","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2021\/06\/02\/professorat-critic-a-laula-testimonis-i-preguntes-per-seguir-reflexionant\/"},"modified":"2025-03-27T12:21:59","modified_gmt":"2025-03-27T11:21:59","slug":"professorat-critic-a-laula-testimonis-i-preguntes-per-seguir-reflexionant","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2021\/06\/02\/professorat-critic-a-laula-testimonis-i-preguntes-per-seguir-reflexionant\/","title":{"rendered":"Professorat cr\u00edtic a l\u2019aula? Testimonis i preguntes per seguir reflexionant"},"content":{"rendered":"

\u00abHi ha altres prioritats, hi ha altres espais \u2013com tutoria\u2013 per parlar dels temes que amo\u00efnen l\u2019alumnat\u00bb, \u00abA vegades demanen fer debats per no fer classe\u00bb, \u00abHi ha temes, com la viol\u00e8ncia dom\u00e8stica, en qu\u00e8 t\u2019has de posicionar!\u00bb. Aquestes frases es basen en testimonis reals recollits en tallers de formaci\u00f3 de professorat sobre <\/span>com abordar temes controvertits a l\u2019aula<\/span><\/a>. Del novembre de 2020 al mar\u00e7 de 2021, en un institut p\u00fablic de secund\u00e0ria de Barcelona, una quarantena de docents van compartir algunes observacions, dilemes i aprenentatges que han inspirat aquest article.<\/span><\/p>\n

Les fam\u00edlies han de tenir tota la veu sobre l\u2019educaci\u00f3 cr\u00edtica dels seus fills i filles? O ha de prevaldre la responsabilitat del sistema educatiu de promoure la cohesi\u00f3 social? Com trobar l\u2019equilibri entre una posici\u00f3 i l\u2019altra?<\/span><\/p><\/blockquote>\n

Pors\u00a0<\/b><\/h4>\n

\u00abSi tinc por que m\u2019acusin d\u2019adoctrinament? Bastanta, per\u00f2 no perqu\u00e8 jo adoctrini, sin\u00f3 perqu\u00e8 potser altres poden considerar que no s\u2019ha de parlar d\u2019algun tema [com, per exemple, de l\u2019homosexualitat]\u00bb. \u00abJa no. M\u2019havia generat inseguretat [en el moment dels judicis per adoctrinament], per\u00f2 ara ja no\u00bb. Els testimonis recollits recullen una certa pressi\u00f3 per com pot ser percebuda des de fora la tasca educativa, cosa que fa que molts professors i professores vagin molt amb compte amb quins temes plantegen i com els aborden. Tot i que aquesta intranquil\u00b7litat sembla anar a menys, \u00e9s un factor encara present, en especial de cara a les fam\u00edlies.\u00a0<\/span><\/p>\n

Les fam\u00edlies han de tenir tota la veu sobre l\u2019educaci\u00f3 cr\u00edtica dels seus fills i filles? O ha de prevaldre la responsabilitat del sistema educatiu de promoure la cohesi\u00f3 social? Com trobar l\u2019equilibri entre una posici\u00f3 i l\u2019altra?<\/span><\/p>\n

Retic\u00e8ncies<\/b><\/h4>\n

Aquesta inseguretat sovint va associada a la sensaci\u00f3 de \u00abno tenir prou eines\u00bb, \u00abno saber gestionar un disbarat\u00bb, o al delicat equilibri d\u2019ensenyar a pensar sense influir en el que s\u2019ha de pensar: \u00abSi tu vols que pensin, has de demostrar que penses, i aix\u00f2 implica donar la teva opini\u00f3\u00bb. Es pot considerar que el fet que un professor o professora doni la pr\u00f2pia opini\u00f3 \u00e9s ensenyar el que s\u2019ha de pensar? Com es compatibilitza amb el rol de poder que t\u00e9 el professorat?<\/span><\/p>\n

Responsabilitats\u00a0<\/b><\/h4>\n

\u00abJo s\u00ed que treballo temes controvertits a l\u2019aula: Quan l\u2019alumnat comparteix neguits, ho aprofito com una oportunitat educativa\u00bb. Aquesta afirmaci\u00f3 sembla majorit\u00e0ria entre el professorat. Tot i que, d\u2019entrada, no es planifiquen gaires activitats de pensament cr\u00edtic, s\u00ed que se solen acollir i abordar quan s\u00f3n q\u00fcestions plantejades per l\u2019alumnat.\u00a0<\/span><\/p>\n

Aix\u00f2 vol dir, per\u00f2, que el pensament cr\u00edtic entra a l\u2019aula quan els alumnes el posen sobre la taula? \u00c9s suficient deixar en mans de l\u2019alumnat el fet de posar en l\u2019agenda educativa les compet\u00e8ncies de pensament cr\u00edtic? \u00c9s positiu perqu\u00e8 \u00e9s la millor manera que realment sigui significatiu? O \u00e9s relegar aquesta compet\u00e8ncia a factors massa espontanis?<\/span><\/p>\n

Oportunitats<\/b><\/h4>\n

Des de \u00abla normalitzaci\u00f3 de l\u2019esclavatge o l\u2019incest a classe de grec\u00bb al perqu\u00e8 del \u00abconcepte de pseudoci\u00e8ncia, o l\u2019homeopatia\u00bb, \u00ables vacunes\u00bb a f\u00edsica i qu\u00edmica, \u00abl\u2019\u00fas d\u2019animals en l\u2019experimentaci\u00f3 en tecnologia\u00bb, passant per l\u2019opini\u00f3 respecte de \u00abl\u2019evasi\u00f3 fiscal i l\u2019economia submergida\u00bb o l\u2019ocupaci\u00f3 i \u00abels desnonaments\u00bb en economia… De la gran varietat de continguts tractats als centres, un munt ofereixen oportunitats per practicar el pensament cr\u00edtic: no s\u00f3n poques les preguntes que sorgeixen en les diferents mat\u00e8ries. Tractar aquests temes implica desviar excessivament el curr\u00edculum amb un temari ja massa atape\u00eft? S\u2019hauria de reformular el curr\u00edculum perqu\u00e8 hi estiguin compresos? El curr\u00edculum ja compr\u00e8n aquests temes perqu\u00e8 \u00e9s molt ampli i el professorat t\u00e9 llibertat de c\u00e0tedra? O el professorat que vulgui impulsar el pensament cr\u00edtic agrairia una mica m\u00e9s de suport en aquest sentit?<\/span><\/p>\n

Rutines\u00a0<\/b><\/h4>\n

\u00abEl pensament cr\u00edtic \u00e9s curricular!\u00bb. M\u00e9s enll\u00e0 d\u2019incorporar temes espec\u00edfics sobre els quals reflexionar, tamb\u00e9 es poden incorporar <\/span>rutines de pensament<\/span><\/a>, aplicables a qualsevol tasca de comprensi\u00f3 i an\u00e0lisi de text o de procediments, o de metareflexi\u00f3, o millor encara, una <\/span>cultura del pensament<\/span><\/a> transversal. Tot i no ser central, el pensament cr\u00edtic \u00e9s, efectivament, un contingut competencial recollit al curr\u00edculum. La pregunta aqu\u00ed seria: com incorporar aquestes rutines i pr\u00e0ctiques? I amb quins mitjans es forma el professorat per con\u00e8ixer aquests m\u00e8todes donats que no s\u00f3n continguts des de la formaci\u00f3 inicial del professorat?<\/span><\/p>\n

Deixar en mans del professorat els <\/span>reptes<\/span><\/a> de promoure el pensament cr\u00edtic per si sol, per\u00f2, \u00e9s una responsabilitat massa gran a encabir en una estructura educativa ja massa atape\u00efda.<\/span><\/p><\/blockquote>\n

Reptes<\/b><\/h4>\n

Deixar en mans del professorat els <\/span>reptes<\/span><\/a> de promoure el pensament cr\u00edtic per si sol, per\u00f2, \u00e9s una responsabilitat massa gran a encabir en una estructura educativa ja massa atape\u00efda. Aix\u00ed que caldria una aposta col\u00b7lectiva, des d\u2019una varietat d\u2019actors, que doni suport al professorat. Per\u00f2 qui ha d\u2019iniciar aquest esfor\u00e7 per impulsar el pensament cr\u00edtic a les escoles? El professorat i les fam\u00edlies, per tal de demostrar que hi ha inter\u00e8s i demanda? El Departament, per poder oferir un coix\u00ed de seguretat al professorat?\u00a0<\/span><\/p>\n

Molts professors i professores semblen acollir el pensament cr\u00edtic a l\u2019aula, per\u00f2 de forma no sistem\u00e0tica. Sens dubte, hi ha molt per fer.<\/span><\/p>\n

Us heu vist reflectits o reflectides en algunes afirmacions d\u2019aquest article? Discrepeu? Qu\u00e8 n\u2019opineu d\u2019algunes de les preguntes plantejades? Us animem a compartir la vostra experi\u00e8ncia, preguntes o reflexions a l\u2019espai de comentaris.\u00a0<\/span><\/p>\n

I, per a qui tingui inter\u00e8s per sentir, pensar i transformar la seva tasca educativa, i tenir m\u00e9s eines (segures) per <\/span>promoure el pensament cr\u00edtic a l\u2019aula, ens retrobem aqu\u00ed<\/span><\/a>.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

\u00abHi ha altres prioritats, hi ha altres espais \u2013com tutoria\u2013 per parlar dels temes que amo\u00efnen l\u2019alumnat\u00bb, \u00abA vegades demanen fer debats per no fer classe\u00bb, \u00abHi ha temes, com la viol\u00e8ncia dom\u00e8stica, en qu\u00e8 t\u2019has de posicionar!\u00bb. Aquestes frases es basen en testimonis reals recollits en tallers de formaci\u00f3 de professorat sobre com abordar<\/p>\n","protected":false},"author":18,"featured_media":3489,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[224],"tags":[316,317,302,227,318],"tipo":[],"class_list":{"0":"post-3488","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-pensament-critic","8":"tag-alumnes","9":"tag-cecile-barbeito","10":"tag-classe","11":"tag-pensament-critic","12":"tag-professorat-critic"},"yoast_head":"\nProfessorat cr\u00edtic a l\u2019aula? 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