{"id":2243,"date":"2025-06-03T10:15:19","date_gmt":"2025-06-03T08:15:19","guid":{"rendered":"https:\/\/diarieducacio.cat\/senderi\/?p=2243"},"modified":"2025-06-03T10:15:20","modified_gmt":"2025-06-03T08:15:20","slug":"manca-dadultesa-o-absencia-de-joventut-repensant-lacompanyament-a-joves","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/senderi\/2025\/06\/03\/manca-dadultesa-o-absencia-de-joventut-repensant-lacompanyament-a-joves\/","title":{"rendered":"Manca d’adultesa o abs\u00e8ncia de joventut? Repensant l’acompanyament a joves"},"content":{"rendered":"
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Recon\u00e8ixer aquests itineraris com a processos vius i din\u00e0mics exigeix, a m\u00e9s, valorar la singularitat de cada hist\u00f2ria i la diversitat d’experi\u00e8ncies, permetent que les persones joves siguin protagonistes en la construcci\u00f3 del seu propi recorregut cap a un futur significatiu.<\/p>\n\n\n\n

Parlar de joventut \u00e9s endinsar-se en un terreny ple de potencialitats, contradiccions i possibilitats. No obstant aix\u00f2, la manera en qu\u00e8 la societat la percep, sol estar marcada per una mirada adultoc\u00e8ntrica que redueix les seves experi\u00e8ncies a un tr\u00e0nsit cap a una adultesa “plena”. Aquesta adultesa es defineix sota est\u00e0ndards heretats per generacions anteriors, que responen a un model de vida que ja no sempre \u00e9s funcional ni aplicable en el context actual, postura que ressona amb Mead (1970), qui assenyala que “cada generaci\u00f3 s’enfronta a la tasca de definir el seu propi m\u00f3n en un context diferent al dels seus predecessors”.<\/p>\n\n\n\n

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En aquest context, les joves no nom\u00e9s s’enfronten a una pressi\u00f3 per complir amb expectatives alienes, sin\u00f3 que tamb\u00e9 es troben amb la tasca de reimaginar i construir noves formes de narrar la seva identitat i els seus projectes de vida<\/p>\n<\/blockquote>\n\n\n\n

La joventut, quan la reconeixem com un estadi propi i complet en si mateix, \u00e9s curiositat, \u00e9s creativitat, \u00e9s ganes d’aprendre i \u00e9s for\u00e7a transformadora. Posar la mirada en all\u00f2 que s\u00ed que s\u00f3n les persones joves permet recon\u00e8ixer-les com a agents dels seus propis itineraris.<\/p>\n\n\n\n

Sota aquesta mirada, la jove deixa de ser merament aprenenta per esdevenir alg\u00fa que ens ensenya a “pensar i mirar des d’un altre punt de vista”. Indica Garc\u00e9s (2020), “l’aprenent \u00e9s un punt de vista que ens fa descobrir que els aprenentatges que fem donen forma als mons que compartim. La seva experi\u00e8ncia no est\u00e0 separada del m\u00f3n, sin\u00f3 plenament travessada per les seves determinacions socials, pol\u00edtiques, econ\u00f2miques i laborals, i en tensi\u00f3 entre elles.”<\/p>\n\n\n\n

Ser agents dels seus propis itineraris significa dotar les joves d’eines, per\u00f2 tamb\u00e9 de l’espai i la legitimitat per decidir, equivocar-se, aprendre i crear. Des d’aquesta perspectiva, l’acompanyament no es limita a guiar-les cap a un objectiu preestablert, sin\u00f3 que es converteix en una relaci\u00f3 on les joves lideren el proc\u00e9s i les professionals es col\u00b7loquen al seu costat com a aliades. La pr\u00e0ctica esdev\u00e9 aix\u00ed un intercanvi d’aprenentatges, una activitat rec\u00edproca, i no una acci\u00f3 sobre un subjecte\/objecte que revesteix un rol passiu.<\/p>\n\n\n\n

En aquest sentit, acompanyar les persones joves implica una pr\u00e0ctica dial\u00f2gica que provoca la reflexi\u00f3 i la presa de decisions i que t\u00e9 com a premissa el reconeixement de la persona jove com un \u00e9sser lliure, cr\u00edtic i amb ag\u00e8ncia i pot\u00e8ncia de responsabilitat. Ara b\u00e9, perqu\u00e8, a partir del di\u00e0leg, sigui possible el disseny d’itineraris vitals co-constru\u00efts, \u00e9s essencial tenir cura dels elements que el configuren: la pregunta i l’escolta present.<\/p>\n\n\n

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La pregunta<\/strong>
La pregunta \u00e9s un acte de reconeixement (Honneth, 1992). Preguntar implica assumir que l’altre t\u00e9 una resposta, malgrat que encara no l’hagi formulada. En lloc d’actuar com a expertes que imposen la seva visi\u00f3, les professionals ens hem de posicionar com a coexploradores del cam\u00ed, guiant les joves a descobrir respostes i significats propis. Aquest acompanyament no nom\u00e9s reconeix la seva capacitat per decidir, sin\u00f3 que tamb\u00e9 activa el pensament anal\u00edtic en integrar una reflexi\u00f3 profunda sobre el context en qu\u00e8 es troben. L’acte de preguntar es converteix en una eina per potenciar l’experi\u00e8ncia d’autoefic\u00e0cia sobre la seva vida, mentre es fomenta la capacitat per prendre decisions informades i conscients.<\/p>\n\n\n\n

Les preguntes ben dissenyades tenen la capacitat de fomentar el pensament cr\u00edtic. Quan una jove \u00e9s convidada a q\u00fcestionar-se sobre les seves decisions, a imaginar alternatives i a avaluar riscos, no nom\u00e9s est\u00e0 avan\u00e7ant cap a la seva ocupabilitat, sin\u00f3 que tamb\u00e9 desenvolupa habilitats fonamentals per a la vida.<\/p>\n\n\n\n

L’escolta present<\/strong>
En el descobriment de les respostes mitjan\u00e7ant les preguntes, la nostra escolta present es converteix en un catalitzador fonamental del di\u00e0leg hum\u00e0. Preguntar sense estar disposades a escoltar vicia la pregunta, ja que la priva de curiositat i inter\u00e8s genu\u00ed. Quan qui acompanya escolta, el vincle entre acompanyant i jove es refor\u00e7a, generant-se un espai segur de confian\u00e7a necessari perqu\u00e8 hi hagi obertura i sinceritat. Per tant, escoltar, estant presents, consisteix a voler atendre l’experi\u00e8ncia de l’altre de manera conscient i emp\u00e0tica sense judici, ni transfer\u00e8ncia de responsabilitats, ni intents de modelar el discurs.<\/p>\n\n\n\n

Acompanyar des de la pregunta i l’escolta present podrien ser estrat\u00e8gies genu\u00efnes per posar “joventut” en la nostra manera d’acostar-nos a l’altre?<\/strong><\/p>\n\n\n\n

Pregunta i escolta present reconeixen el valor dels silencis, les ensopegades i les hist\u00f2ries que sovint queden fora dels relats dominants. Ens atrevim aix\u00ed a indagar en els fracassos i a mirar amb atenci\u00f3 aquells espais on semblava que no hi havia llum, entenent que en aquests racons ignorats poden residir claus fonamentals per a resignificar i transformar experi\u00e8ncies, viv\u00e8ncies i habilitats.<\/p>\n\n\n\n

Potser, mentre insistim que a les joves els falta una mica de “maduresa”, \u00bfno podr\u00edem preguntar-nos si a nosaltres ens falta una mica de “joventut”? Com a professionals que acompanyem joves, \u00bfrealment sabem posar en pr\u00e0ctica la compet\u00e8ncia d'”aprendre a aprendre”? Estem disposades a aprendre des del que passa i no des del que creiem que hauria de passar? Aprofitem aquestes preguntes espont\u00e0nies i curioses que ens llancen per obrir espais d’aprenentatge mutu?<\/p>\n\n\n\n

Entendre l’acompanyament com un acte de curiositat viva implica assumir la idea radical que cada jove t\u00e9 dret a aprendre cap a on anar, a fer i desfer en l’itinerari del seu propi prop\u00f2sit\/projecte de vida.<\/p>\n\n\n\n

Llegeix l’article complet aqu\u00ed<\/a>.<\/p>\n\n\n\n

<\/p>\n\n\n\n

Bibliografia<\/strong>
\u25cf Garc\u00e9s, M. (2015). Escola d’aprenents. Galaxia Gutenberg.<\/p>\n\n\n\n

\u25cf Garc\u00e9s, M. (2023). El temps de la promesa. Editorial Anagrama.<\/p>\n\n\n\n

\u25cf Honneth, A. (1992). La lluita pel reconeixement: Per una gram\u00e0tica moral dels conflictes socials. Edicions Grijalbo.<\/p>\n\n\n\n

\u25cf Mead, M. (1970). Culture and commitment: A study of the generation gap. Natural History Press.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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