{"id":3573,"date":"2024-09-26T05:15:54","date_gmt":"2024-09-26T03:15:54","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2024\/09\/26\/joaquim-franch-i-lescola\/"},"modified":"2025-03-27T11:58:10","modified_gmt":"2025-03-27T10:58:10","slug":"joaquim-franch-i-lescola","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2024\/09\/26\/joaquim-franch-i-lescola\/","title":{"rendered":"Joaquim Franch i l&#8217;escola"},"content":{"rendered":"<p>Joaquim Franch, com s\u2019ha escrit, va ser un pedagog total, conegut sobretot per les seves aportacions i experi\u00e8ncies en l\u2019\u00e0mbit de l\u2019educaci\u00f3 en el lleure (casals, col\u00f2nies, campaments, agrupaments escoltes, esplais, etc.), per\u00f2 <strong>va reivindicar sempre per a si mateix la qualitat i l\u2019ofici de mestre.<\/strong> Els seus anys de formaci\u00f3 i doc\u00e8ncia van coincidir amb el per\u00edode que, dins del pensament pedag\u00f2gic, l\u2019hegemonia la tenien les visions cr\u00edtiques sobre instituci\u00f3 escolar, algunes de les quals fins i tot anunciaven la seva mort! S\u00f3n els anys de la sociologia de la reproducci\u00f3 i la correspond\u00e8ncia, que posen en relleu la funci\u00f3 de selecci\u00f3 i reproducci\u00f3 social que juga l\u2019escola; de la nova emerg\u00e8ncia de l\u2019escola activa, que vol connectar amb les experi\u00e8ncies renovadores d\u2019abans de la guerra; de les grans utopies socials i pedag\u00f2giques arran de les revolucions culturals dels anys seixanta.<\/p>\n<blockquote><p>Per tot plegat, la mirada de Joaquim Franch envers l\u2019escola i el sistema educatiu \u00e9s alhora cr\u00edtica i propositiva, i assenyala, entre altres, dues l\u00ednies que, amb el temps, s\u2019han fet m\u00e9s necess\u00e0ries que mai: la desburocratitzaci\u00f3 de la gesti\u00f3 i el dia a dia de l\u2019escola, la primacia de la seva funci\u00f3 formativa; i l\u2019obertura a la comunitat, a l\u2019entorn social i natural, productiu i cultural<\/p><\/blockquote>\n<p>L\u2019Associaci\u00f3 de Mestres Rosa Sensat acaba de publicar el llibre <strong><em>Joaquim Franch: aportacions a la pedagogia catalana del segle XX<\/em><\/strong>, que aplega tretze dels seus escrits, presentats en cinc cap\u00edtols, dos dels quals tracten directament del m\u00f3n escolar: l\u2019escola com a instituci\u00f3; i el grup-classe.<\/p>\n<p>El cap\u00edtol sobre <em>L\u2019escola com a instituci\u00f3<\/em> consta de tres textos. <strong>El primer fa un diagn\u00f2stic de la situaci\u00f3 de l\u2019escola catalana.<\/strong> En destaca el fet que els educadors catalans estan al dia dels debats pedag\u00f2gics que tenen lloc a nivell mundial; que el sistema educatiu catal\u00e0 t\u00e9 un cert reconeixement tant pels precedents hist\u00f2rics com per les iniciatives endegades durant el franquisme; i posa en valor l\u2019exist\u00e8ncia de nombrosos Moviments de Renovaci\u00f3 Pedag\u00f2gica i d\u2019altres entitats que treballen per a una educaci\u00f3 de qualitat per a tothom. Malgrat aix\u00f2, per\u00f2, conclou que hi ha molt cam\u00ed per c\u00f3rrer: es dol dels d\u00e8ficits en les instal\u00b7lacions, els equipaments i els recursos; critica com es fa la selecci\u00f3, la formaci\u00f3 inicial i permanent i l\u2019assignaci\u00f3 dels llocs de treball dels mestres; i alerta de la segregaci\u00f3 escolar i dels problemes que genera la triple xarxa escolar (p\u00fablica, privada i privada concertada). Tamb\u00e9 dibuixa les grans l\u00ednies del que hauria de ser, segons ell, l\u2019escola del futur: un lloc i un temps de trobada plenament integrat en el poble o ciutat on est\u00e0 ubicada; que haur\u00e0 d\u2019ensenyar menys i estructurar m\u00e9s per ajudar els nois i noies a comprendre una realitat complexa i globalitzada; i que s\u2019haur\u00e0 d\u2019ocupar de l\u2019equilibri emocional dels infants i joves i de la seva formaci\u00f3 moral.<\/p>\n<p>El segon, fruit d\u2019un treball llarg i intens amb un grup de mestres, conclou que els projectes educatius solen contenir un munt d\u2019afirmacions generalistes i de principis abstractes que no obliguen a res i, en canvi, no es preocupen de com fer-los efectius, de con traduir-los en accions concretes i avaluables. Finalment, el tercer es dedica a un camp que coneix de primera m\u00e0, perqu\u00e8 l\u2019ha estudiat i l\u2019ha practicat: l\u2019autogesti\u00f3 pedag\u00f2gica. Novament hi trobarem el pedagog ut\u00f2pic, que postula l\u2019acceptaci\u00f3 incondicional i la confian\u00e7a envers cada un dels infants, que aposta per una gesti\u00f3 democr\u00e0tica i compartida del grup-classe i de l\u2019escola, i per un mestre present, que actua en primera persona i dona testimoni; i el pedagog pr\u00e0ctic, conscient que els principis cal operativitzar-los i de les contradiccions i ambival\u00e8ncies de l\u2019ofici d\u2019educar.<\/p>\n<p>El cap\u00edtol sobre <em>El grup-classe<\/em> cont\u00e9 dos textos d\u2019una actualitat extraordin\u00e0ria. S\u00f3n dos documents molt ben fonamentats i tractats amb una profunditat considerable. Els temes principals que hi aborda s\u00f3n les relacions interpersonals, les seves dificultats i possibilitats; l\u2019afectivitat i les emocions, com un component de la mateixa import\u00e0ncia que la intel\u00b7lig\u00e8ncia i el cos; les relacions de poder dins del grup, els lideratges i els seus tipus, els rols i els estatus de cadascun dels membres; i el paper del mestre en el grup-classe, que considera una realitat viva, en proc\u00e9s de canvi i creixement permanents, un paper delicat, perqu\u00e8 ha d\u2019assumir la responsabilitat d\u2019aquesta evoluci\u00f3 i d\u2019elaborar un projecte de progressi\u00f3 que nom\u00e9s podr\u00e0 fer realitat l\u2019acceptaci\u00f3 i la implicaci\u00f3 dels membres del grup.<\/p>\n<blockquote><p><em>Joaquim Franch: aportacions a la pedagogia catalana del segle XX<\/em> ens brinda una ocasi\u00f3 magn\u00edfica per con\u00e8ixer un gran pedagog malauradament massa desconegut per les noves generacions de mestres. Si el llegeixen, descobriran l\u2019actualitat, la profunditat i l\u2019inter\u00e8s del seu pensament i la seva obra<\/p><\/blockquote>\n<p>Un llibre que pot esdevenir un element de formaci\u00f3, de di\u00e0leg i de debat m\u00e9s necessari que mai, que suggereix preguntes com les seg\u00fcents: Quin pes tenen en el creixement de les persones els condicionaments personals, familiars i socials? Qu\u00e8 significa acceptar incondicionalment l\u2019altre: en l\u2019\u00e0mbit familiar, en l\u2019\u00e0mbit escolar? Com integrar les difer\u00e8ncies individuals d\u2019un grup-classe, elaborant alhora el que \u00e9s com\u00fa? Quin impacte t\u00e9 en els individus concrets el fet de formar part d\u2019una determinada classe social, del punt de vista de la cultura quotidiana, de l\u2019alimentaci\u00f3, de les relacions, de les expectatives, dels valors prioritaris?<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Xavier Besal\u00fa \u00e9s un dels curadors de l\u2019obra <em>Joaquim Franch: aportacions a la pedagogia catalana del segle XX, <\/em>juntament amb Roser Batllori i Alfons Martinell,<em>\u00a0 <\/em>publicada per l\u2019Associaci\u00f3 de Mestres Rosa Sensat.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Joaquim Franch, com s\u2019ha escrit, va ser un pedagog total, conegut sobretot per les seves aportacions i experi\u00e8ncies en l\u2019\u00e0mbit de l\u2019educaci\u00f3 en el lleure (casals, col\u00f2nies, campaments, agrupaments escoltes, esplais, etc.), per\u00f2 va reivindicar sempre per a si mateix la qualitat i l\u2019ofici de mestre. Els seus anys de formaci\u00f3 i doc\u00e8ncia van coincidir<\/p>\n","protected":false},"author":343,"featured_media":3574,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,235],"tags":[454,455,456],"tipo":[],"class_list":{"0":"post-3573","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-general","8":"category-llibres","9":"tag-grup-escola","10":"tag-joaquim-franch","11":"tag-llibre"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Joaquim Franch i l&#039;escola - 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\/09\/26\/joaquim-franch-i-lescola\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Joaquim Franch i l&#039;escola - Blog de Rosa Sensat\" \/>\n<meta property=\"og:description\" content=\"Joaquim Franch, com s\u2019ha escrit, va ser un pedagog total, conegut sobretot per les seves aportacions i experi\u00e8ncies en l\u2019\u00e0mbit de l\u2019educaci\u00f3 en el lleure (casals, col\u00f2nies, campaments, agrupaments escoltes, esplais, etc.), per\u00f2 va reivindicar sempre per a si mateix la qualitat i l\u2019ofici de mestre. 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