{"id":3973,"date":"2026-06-02T04:00:00","date_gmt":"2026-06-02T02:00:00","guid":{"rendered":"https:\/\/diarieducacio.cat\/rosasensat\/?p=3973"},"modified":"2026-05-27T14:04:22","modified_gmt":"2026-05-27T12:04:22","slug":"de-la-representacio-simbolica-a-laccio-collectiva-els-reptes-de-la-participacio-estudiantil-a-les-aules","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2026\/06\/02\/de-la-representacio-simbolica-a-laccio-collectiva-els-reptes-de-la-participacio-estudiantil-a-les-aules\/","title":{"rendered":"De la representaci\u00f3 simb\u00f2lica a l\u2019acci\u00f3 col\u00b7lectiva: els reptes de la participaci\u00f3 estudiantil a les aules\u00a0"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>La participaci\u00f3 democr\u00e0tica als centres educatius \u00e9s un element clau per al desenvolupament de l\u2019alumnat i per a la construcci\u00f3 d\u2019una ciutadania activa i compromesa socialment. <\/strong>Amb aquesta premissa, el Consell de la Joventut de Barcelona (CJB) hem publicat la diagnosi<a href=\"https:\/\/www.cjb.cat\/publicacions\/diagnosi-participaciojuvenil\/\"> \u201cEstat de la participaci\u00f3 estudiantil: reptes per promoure-la\u201d<\/a>, com a resultat d\u2019una recerca elaborada entre els anys 2023 i 2024. L\u2019objectiu era analitzar l\u2019estat actual de la participaci\u00f3 estudiantil i identificar els reptes a abordar per enfortir-la.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">L\u2019estudi posa de manifest que la participaci\u00f3 estudiantil continua estant marcada per una visi\u00f3 individual i limitada. La majoria de les joves associa participar a donar la seva opini\u00f3 o transmetre informaci\u00f3, mentre que nom\u00e9s una minoria relaciona la participaci\u00f3 amb processos col\u00b7lectius d\u2019organitzaci\u00f3 i transformaci\u00f3. Aquesta mirada tamb\u00e9 es reflecteix en el baix sentiment de pertinen\u00e7a detectat: <strong>gran part de l\u2019alumnat no se sent responsable del que passa al seu centre educatiu, fet que evidencia una desconnexi\u00f3 amb la vida comunit\u00e0ria dels instituts.&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">La diagnosi tamb\u00e9 assenyala les limitacions de les estructures formals de participaci\u00f3, com els consells escolars, les reunions de delegades o les comissions. Tot i que aquests espais existeixen per donar veu a l\u2019alumnat, sovint funcionen de manera burocr\u00e0tica i amb poca capacitat d\u2019incid\u00e8ncia real. <strong>Les estudiants perceben que les seves aportacions no sempre es tradueixen en decisions concretes i que hi ha una manca de retorn i de coordinaci\u00f3 entre els diferents espais participatius. <\/strong>Aquesta situaci\u00f3 genera una percepci\u00f3 de participaci\u00f3 simb\u00f2lica i poc transformadora.&nbsp;<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Les estructures formals de participaci\u00f3 existeixen per donar veu a l\u2019alumnat, per\u00f2 sovint funcionen de manera burocr\u00e0tica i amb poca capacitat d\u2019incid\u00e8ncia real<\/p>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Davant aquest escenari, la recerca destaca el valor de l\u2019organitzaci\u00f3 de base i dels espais d\u2019autoorganitzaci\u00f3 juvenil per afavorir el pensament cr\u00edtic, l\u2019autonomia i la coordinaci\u00f3 entre estudiants. Assemblees d\u2019alumnes, grups autogestionats o altres iniciatives informals esdevenen espais on les joves poden compartir experi\u00e8ncies i neguits, generar vincles i desenvolupar de manera col\u00b7lectiva eines per participar en els espais formals.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>El paper del professorat apareix tamb\u00e9 com un factor determinant.<\/strong> Quan els equips docents ofereixen acompanyament, temps i espais per participar, l\u2019alumnat se sent m\u00e9s legitimat i motivat per implicar-se. Tanmateix, el mateix professorat identifica dificultats estructurals importants, com la manca de temps, la sobrec\u00e0rrega de feina o la manca de formaci\u00f3 espec\u00edfica per acompanyar processos participatius. En aquest context, les actuals mobilitzacions i vagues docents a Catalunya tamb\u00e9 evidencien la necessitat de garantir unes condicions laborals dignes, amb m\u00e9s recursos, menys burocr\u00e0cia i m\u00e9s capacitat d\u2019acompanyament als centres educatius. Donar suport al professorat \u00e9s tamb\u00e9 defensar una educaci\u00f3 p\u00fablica de qualitat i una participaci\u00f3 estudiantil realment transformadora.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">L\u2019estudi conclou que cal refor\u00e7ar la cultura participativa als centres educatius, generant espais que promoguin la corresponsabilitat, la presa de decisions col\u00b7lectiva i l\u2019autonomia de l\u2019alumnat. Tamb\u00e9 planteja la necessitat de revisar les estructures actuals de representaci\u00f3 perqu\u00e8 siguin m\u00e9s significatives i accessibles, aix\u00ed com oferir eines i formacions que permetin a les estudiants organitzar-se i participar activament tant dins com fora del centre educatiu. M\u00e9s enll\u00e0 d\u2019un tr\u00e0mit institucional, <strong>des del CJB creiem fermament que la participaci\u00f3 estudiantil \u00e9s una eina essencial per construir comunitat, desenvolupar capacitats democr\u00e0tiques i fomentar una implicaci\u00f3 real de les joves en el seu entorn.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La participaci\u00f3 democr\u00e0tica als centres educatius \u00e9s un element clau per al desenvolupament de l\u2019alumnat i per a la construcci\u00f3 d\u2019una ciutadania activa i compromesa socialment. Amb aquesta premissa, el Consell de la Joventut de Barcelona (CJB) hem publicat la diagnosi \u201cEstat de la participaci\u00f3 estudiantil: reptes per promoure-la\u201d, com a resultat d\u2019una recerca elaborada<\/p>\n","protected":false},"author":2237,"featured_media":3975,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[485,224],"tags":[487,486],"tipo":[],"class_list":["post-3973","post","type-post","status-publish","format-standard","has-post-thumbnail","category-participacio-democratica","category-pensament-critic","tag-alumnat","tag-participacio"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>De la representaci\u00f3 simb\u00f2lica a l\u2019acci\u00f3 col\u00b7lectiva: els reptes de la participaci\u00f3 estudiantil a les aules\u00a0 - 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\/2026\/06\/02\/de-la-representacio-simbolica-a-laccio-collectiva-els-reptes-de-la-participacio-estudiantil-a-les-aules\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"De la representaci\u00f3 simb\u00f2lica a l\u2019acci\u00f3 col\u00b7lectiva: els reptes de la participaci\u00f3 estudiantil a les aules\u00a0 - Blog de Rosa Sensat\" \/>\n<meta property=\"og:description\" content=\"La participaci\u00f3 democr\u00e0tica als centres educatius \u00e9s un element clau per al desenvolupament de l\u2019alumnat i per a la construcci\u00f3 d\u2019una ciutadania activa i compromesa socialment. 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