{"id":3565,"date":"2024-03-12T09:57:28","date_gmt":"2024-03-12T08:57:28","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2024\/03\/12\/per-que-saber-molt-no-es-suficient\/"},"modified":"2025-03-27T12:00:36","modified_gmt":"2025-03-27T11:00:36","slug":"per-que-saber-molt-no-es-suficient","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2024\/03\/12\/per-que-saber-molt-no-es-suficient\/","title":{"rendered":"Per qu\u00e8 saber molt no \u00e9s suficient"},"content":{"rendered":"

Malentesos sobre les emocions i l\u2019educaci\u00f3 emocional n\u2019hi ha una pila. La majoria provenen del seu desconeixement i en gran mesura del fet que en aquests moments coexisteixin diverses educacions emocionals amb prop\u00f2sits i plantejaments desencaminats, mancats del fonament i de les bases necess\u00e0ries, que ocasionen el descr\u00e8dit de tota educaci\u00f3 emocional i fan que es posin en un mateix sac tant les bones com les males praxis en aquest \u00e0mbit.<\/span><\/p>\n

Per comen\u00e7ar, una bona educaci\u00f3 emocional no est\u00e0 en contra del coneixement, ni de la responsabilitat, l\u2019autodisciplina, l\u2019esfor\u00e7 amb sentit o qualsevol altre valor essencial per a la vida i l\u2019aprenentatge. Si hi ha alguna educaci\u00f3 emocional que relega, dificulta o impedeix el saber, que preconitza el plaer a qualsevol preu o una felicitat eg\u00f2latra, ni \u00e9s educaci\u00f3 ni \u00e9s emocionalment sana.<\/strong> Com tampoc ho \u00e9s cap educaci\u00f3 que giri l\u2019esquena a les dimensions socioemocionals, les menystingui o les malmeti.\u00a0<\/span><\/p>\n

L\u2019educaci\u00f3 emocional<\/strong> no sols no ha de suposar cap contraposici\u00f3 o disjuntiva davant del saber sin\u00f3 que ha de contribuir-hi. Ha de ser una aliada del coneixement i l\u2019aprenentatge, i tenim evid\u00e8ncies emp\u00edriques que pot ser-ho.<\/span> Informes internacionals d\u2019educaci\u00f3 emocional en diversos pa\u00efsos<\/span><\/a> corroboren que quan es fa tenint en compte una s\u00e8rie de requisits, com ara la formaci\u00f3 i participaci\u00f3 de tots els agents educatius implicats i la seva continu\u00eftat en el temps -per citar-ne dos d\u2019imprescindibles-, contribueix a incrementar els nivells de motivaci\u00f3, autocontrol i benestar de la ciutadania, i alhora millora l\u2019aprenentatge i el rendiment acad\u00e8mic<\/strong>. En el context educatiu, disposem d\u2019estudis que mostren l\u2019efecte potenciador del benestar emocional sobre el rendiment acad\u00e8mic de l\u2019alumnat, aix\u00ed com la influ\u00e8ncia beneficiosa de les compet\u00e8ncies emocionals com a factor de protecci\u00f3 davant del malestar docent, entre d\u2019altres (S\u00e1nchez, M. Bres\u00f3, E. i Adelantado, M. 022. <\/span>Inteligencia emocional en entornos educativos. Evidencias cient\u00edficas<\/span><\/i>. Publicacions UJI – Col\u00b7lecci\u00f3 \u201cPsique\u201d 26.)\u00a0<\/span><\/p>\n

L\u2019educaci\u00f3 emocional ha de ser un cam\u00ed i un instrument al servei dels fins immanents i transcendents de l\u2019educaci\u00f3. Ha d\u2019apuntar al desenvolupament i a la construcci\u00f3 personal del subjecte, per un costat, i a la seva participaci\u00f3 en la construcci\u00f3, evoluci\u00f3 i transformaci\u00f3 social, per l\u2019altre. La felicitat ben entesa, en un sentit etimol\u00f2gic i filos\u00f2fic, \u00e9s justament aix\u00f2, convertir-se en una persona fecunda, que dona fruit, que cultiva la virtut i que la posa al servei d\u2019una vida bona, tant per a si mateixa com per a l\u2019entorn. \u00c9s evident que el saber per s\u00ed sol no garanteix cap d\u2019aquestes coses. Saber molt no \u00e9s suficient perqu\u00e8 no implica saber fer un bon \u00fas d\u2019all\u00f2 que se sap. El coneixement \u00e9s una variable significativa de l\u2019equaci\u00f3 educativa per\u00f2 no \u00e9s l\u2019\u00fanica. Cal aprendre a utilitzar-lo d\u2019una manera intel\u00b7ligent i \u00e8tica, \u00e9s a dir, a favor de les persones, d\u2019una vida millor i d\u2019una humanitat m\u00e9s humana, una fita inassolible del tot sense salut ni equilibri emocional.<\/span><\/p>\n

Educar \u00e9s tenir cura de les persones i la vida per tal que les persones es posin al servei de les persones i la vida. Aquesta \u00e9s una pretensi\u00f3 inconcebible sense coneixements per\u00f2 tamb\u00e9 sense autoconeixement. \u00c9s realment dif\u00edcil que ens condueixi a bon port un saber que no vagi acompanyat d\u2019emocions sanes, de connexi\u00f3 emocional humana, de compet\u00e8ncies socioemocionals, de consci\u00e8ncia ecosocial. I aqu\u00ed rau sovint un nou malent\u00e8s. Quan parlem d\u2019emocions, no ens estem referint a que tot ens hagi \u201cd\u2019emocionar\u201d, a que haguem de provocar impactes emocionals per educar, a que l\u2019empatia signifiqui tolerar qualsevol cosa i encara menys a promoure la disbauxa, la incontin\u00e8ncia o l\u2019exhibicionisme emocional. Quan parlem d\u2019emocions, parlem de con\u00e8ixer i atendre les necessitats vitals, el sentir intern de la persona i la salut emocional de tota la comunitat educativa, comen\u00e7ant per docents i fam\u00edlies, perqu\u00e8 la clau de la salut i la compet\u00e8ncia emocional d\u2019infants i adolescents \u00e9s la salut i la compet\u00e8ncia emocional de les seves persones adultes de refer\u00e8ncia.\u00a0<\/strong><\/span><\/p>\n

Necessitats i emocions estan estretament relacionades, ja que tenim emocions perqu\u00e8 tenim necessitats essencials satisfetes o insatisfetes, comen\u00e7ant per les de pertinen\u00e7a, afecte, reconeixement, estima i autoestima, dignitat, autenticitat i moltes altres. Quan parlem d\u2019emocions, parlem doncs de drets fonamentals dels infants i adolescents<\/strong>, de cura i autocura, d\u2019autoconsci\u00e8ncia, autoconeixement i autoregulaci\u00f3, de desenvolupament integral, de creixement com a persones al llarg de la vida, d\u2019empatia, resili\u00e8ncia, assertivitat i d\u2019altres compet\u00e8ncies sense les quals podem ser brillants en llengua, matem\u00e0tiques, qu\u00edmica o qualsevol altra disciplina, per\u00f2 estar mancats de calidesa i qualitat humana, de generositat i vocaci\u00f3 de servei.\u00a0<\/span><\/p>\n

Les neuroci\u00e8ncies ja van demostrar fa quasi tres d\u00e8cades que tenir un quocient intel\u00b7lectual alt, una ment privilegiada o una traject\u00f2ria acad\u00e8mica brillant no garanteix una vida personal i social bona ni saludable. Per contra, els mals resultats acad\u00e8mics no ens aboquen irremissiblement al frac\u00e0s o al desastre vital. D\u2019aqu\u00ed ve que a la intel\u00b7lig\u00e8ncia emocional se li hagi atorgat la categoria de meta-habilitat que contribueix al bon funcionament de tota la resta d\u2019habilitats i d\u2019intel\u00b7lig\u00e8ncies.\u00a0<\/span><\/p>\n

Des d\u2019aquesta perspectiva, em preocupen els mals resultats de PISA, \u00e9s clar que s\u00ed, per\u00f2 hi ha coses que em preocupen encara m\u00e9s.<\/strong> Com ara que hi hagi professionals que defensen tenir cura del saber i que ho facin sense tenir cap cura de les persones ni de les formes; que manifesten les seves opinions amb una dial\u00e8ctica m\u00e9s o menys coherent per\u00f2 amb agressivitat i insults vers postures divergents; que consideren molt greu cometre faltes d\u2019ortografia i gens greu destrossar a qui les comet; que es posen les mans al cap pels mals resultats acad\u00e8mics de les proves i ni s\u2019immuten pels resultats igualment devastadors de les dades de context del propi Informe PISA, en aspectes com ara el sentit de pertinen\u00e7a al centre, la motivaci\u00f3 o la relaci\u00f3 amb el professorat.\u00a0<\/span><\/p>\n

Desqualificar l\u2019educaci\u00f3 actual i l\u2019educaci\u00f3 emocional en particular, i fer-ho des d\u2019actituds com les anteriors, no fa m\u00e9s que corroborar la necessitat d\u2019una bona educaci\u00f3 emocional que vagi de la m\u00e0 del coneixement<\/strong>, que estigui lliure de malentesos i falsos mites sobre les emocions (n\u2019hi ha for\u00e7a m\u00e9s que els aqu\u00ed exposats), que impulsi les ganes d\u2019aprendre i l\u2019aprenentatge, i que no suposi necess\u00e0riament un programa curricular afegit, sin\u00f3 que impregni la cultura de centre i les relacions, que formi part del projecte educatiu de tal manera que tota educadora i tot educador sigui capa\u00e7 de teixir vincles educatius emocionalment sans i de crear contextos d\u2019aprenentatge potenciadors. En definitiva, d\u2019educar emocionalment, ja sigui amb programes espec\u00edfics d\u2019educaci\u00f3 emocional o sense.\u00a0<\/span><\/p>\n

L’educaci\u00f3 emocional \u00e9s inevitable atesos els seus efectes sobre la relaci\u00f3 educativa i el proc\u00e9s d’aprenentatge<\/p><\/blockquote>\n

Acabo ressaltant que es tracta d\u2019una tasca no opcional perqu\u00e8 la transmissi\u00f3 emocional \u00e9s inevitable i som responsables de la seva qualitat i salubritat, atesos els seus efectes sobre la relaci\u00f3 educativa i el proc\u00e9s d\u2019aprenentatge. Podem decidir no impartir educaci\u00f3 emocional curricular, per\u00f2 sempre estarem impartint educaci\u00f3 emocional relacional, vulguem o no, conscientment o no.<\/strong> I cal incidir tamb\u00e9 en que ens pertoca assumir-la conjuntament a fam\u00edlies i escoles. Les fam\u00edlies no poden delegar-la en l\u2019escola perqu\u00e8 la seva influ\u00e8ncia \u00e9s la primera i \u00e9s immensament poderosa, per\u00f2 tampoc se\u2019n poden quedar el monopoli, per la socialitzaci\u00f3 i la funci\u00f3 compensat\u00f2ria de les mancances familiars que ha d\u2019exercir l\u2019escola.\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Malentesos sobre les emocions i l\u2019educaci\u00f3 emocional n\u2019hi ha una pila. La majoria provenen del seu desconeixement i en gran mesura del fet que en aquests moments coexisteixin diverses educacions emocionals amb prop\u00f2sits i plantejaments desencaminats, mancats del fonament i de les bases necess\u00e0ries, que ocasionen el descr\u00e8dit de tota educaci\u00f3 emocional i fan que<\/p>\n","protected":false},"author":1147,"featured_media":3566,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[447],"tipo":[],"class_list":{"0":"post-3565","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-general","8":"tag-educacio-emocional"},"yoast_head":"\nPer qu\u00e8 saber molt no \u00e9s suficient - 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\/2024\/03\/12\/per-que-saber-molt-no-es-suficient\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Per qu\u00e8 saber molt no \u00e9s suficient - Blog de Rosa Sensat\" \/>\n<meta property=\"og:description\" content=\"Malentesos sobre les emocions i l\u2019educaci\u00f3 emocional n\u2019hi ha una pila. 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