{"id":10684,"date":"2024-04-30T08:45:03","date_gmt":"2024-04-30T06:45:03","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=10684"},"modified":"2024-04-12T10:37:22","modified_gmt":"2024-04-12T08:37:22","slug":"crisi-de-lectura-crisi-de-cultura","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/crisi-de-lectura-crisi-de-cultura\/","title":{"rendered":"Crisi de lectura, crisi de cultura"},"content":{"rendered":"<h1>Crisi de lectura, crisi de cultura<\/h1>\n<p>Comprenem el que llegim gr\u00e0cies al que sabem sobre el que llegim i no gr\u00e0cies a estrat\u00e8gies inferencials o habilitats predictives<\/p>\n<figure id=\"attachment_10449\" aria-describedby=\"caption-attachment-10449\" style=\"width: 700px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\"size-full wp-image-10449\" src=\"http:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/lectura.jpg\" alt=\"\" width=\"700\" height=\"525\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/lectura.jpg 700w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/lectura-300x225.jpg 300w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/lectura-440x330.jpg 440w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/lectura-240x180.jpg 240w\" sizes=\"(max-width: 700px) 100vw, 700px\" \/><figcaption id=\"caption-attachment-10449\" class=\"wp-caption-text\">Foto: Pixabay<\/figcaption><\/figure>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><img decoding=\"async\" class=\"alignleft wp-image-12326\" src=\"http:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/Miguel-Angel-Tirado-1.jpg\" alt=\"\" width=\"70\" height=\"94\" \/><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Miguel \u00c1ngel Tirado<\/strong><\/p>\n<p>Entendre amb una certa profunditat el que es llegeix \u00e9s cada vegada menys habitual a les aules. Els docents ja ho hav\u00edem percebut, per\u00f2 l&#8217;\u00faltim estudi\u00a0PIRLS, que avalua els nivells de comprensi\u00f3 lectora dels alumnes de quart d&#8217;Educaci\u00f3 Prim\u00e0ria, ho ha confirmat. \u00c9s \u00e0mpliament conegut i acceptat que la lectura \u00e9s un factor clau per a l&#8217;aprenentatge i per a l&#8217;evoluci\u00f3 escolar, perqu\u00e8 permet l&#8217;acc\u00e9s a m\u00e9s cultura i a m\u00e9s coneixements i contribueix al desenvolupament personal, acad\u00e8mic, social i intel\u00b7lectual. <strong>Per\u00f2 de qu\u00e8 dep\u00e8n que comprenguem el que llegim?<\/strong><\/p>\n<p>Comprendre un text implica ser capa\u00e7 no nom\u00e9s d&#8217;extreure el significat del que est\u00e0 escrit, sin\u00f3 \u2014i, sobretot\u2014 de deduir el que suggereix, per\u00f2 que no diu en la seva literalitat (o que \u00e9s informaci\u00f3 que l&#8217;autor \u00f2bvia perqu\u00e8 simplement dona per descomptat que el lector coneix). Fem infer\u00e8ncies mentre llegim quan extraiem informaci\u00f3 que no est\u00e0 expl\u00edcitament indicada en el text i aix\u00f2 ens permet contextualitzar el que llegim, fer interpretacions, treure conclusions i formar-nos judicis cr\u00edtics, enriquint aix\u00ed la nostra comprensi\u00f3 m\u00e9s enll\u00e0 de les paraules escrites.<\/p>\n<p>Els plans per a la millora de la lectura (i el mateix curr\u00edculum) solen centrar-se en ensenyar habilitats de lectura amb les quals es pret\u00e9n aconseguir lectors competents, aut\u00f2noms i cr\u00edtics davant qualsevol text. Amb tot, i en una visi\u00f3 competencial de l&#8217;educaci\u00f3 en la qual ens han situat les \u00faltimes lleis educatives, es posa el focus en el saber fer (el com) i no tant en el saber (el qu\u00e8). Des d&#8217;aquest plantejament, s&#8217;assumeix que ensenyant estrat\u00e8gies lectores \u2014com fer prediccions, distingir les idees principals de les secund\u00e0ries, realitzar generalitzacions, etc\u00e8tera\u2014, els alumnes transferiran les habilitats apreses a textos de diferent tipologia i tem\u00e0tica, tant en suport impr\u00e8s com digital, convertint-se aix\u00ed en lectors competents.<\/p>\n<p>Malgrat aix\u00f2, les recerques en aquest camp no han trobat l&#8217;exist\u00e8ncia d&#8217;habilitats de comprensi\u00f3 lectora transferibles entre contextos \u2014i ni tan sols existeix un consens per a classificar-les\u2014, donat que els coneixements previs del lector en relaci\u00f3 amb la tem\u00e0tica d&#8217;una lectura (a m\u00e9s del seu bagatge cultural) juguen un paper preponderant en la seva comprensi\u00f3.<strong> No elaborem infer\u00e8ncies en el buit; comprenem a partir d&#8217;all\u00f2 que sabem<\/strong>.<\/p>\n<p>Per exemple, una bona lectora aficionada a la bot\u00e0nica, previsiblement entendr\u00e0 un text period\u00edstic sobre plantes sense cap dificultat i ser\u00e0 capa\u00e7 de distingir amb facilitat les idees principals de les secund\u00e0ries, deslligar els fets de les opinions, interpretar el seu contingut (fins i tot q\u00fcestionar-lo) i reflexionar cr\u00edticament sobre l&#8217;assumpte, per\u00f2 transferir\u00e0 tals habilitats lectores a un breu assaig sobre la construcci\u00f3 de la Uni\u00f3 Europea i el seu estat actual si ignora els conceptes, idees i vocabulari propi d&#8217;aquesta tem\u00e0tica? Sens dubte, els seus coneixements previs \u2014i la seva cultura general\u2014 exerciran un paper crucial en la comprensi\u00f3 del text i d&#8217;ells dependr\u00e0 la seva compet\u00e8ncia per a raonar sobre el que diu (i sobre el que no diu).<\/p>\n<p>\u00c9s indubtable que quan tenim un coneixement ampli d&#8217;una mat\u00e8ria, \u00e9s m\u00e9s probable que puguem fer infer\u00e8ncies m\u00e9s precises sobre la informaci\u00f3 expl\u00edcita i impl\u00edcita d&#8217;un text, analitzar-lo, avaluar-lo, criticar-lo, relacionar idees i aconseguir conclusions m\u00e9s profundes. Per contra, quan manquem de coneixements rellevants o tenim malentesos en relaci\u00f3 amb la q\u00fcesti\u00f3, les nostres deduccions poden ser incorrectes, limitades o superficials. Per tot aix\u00f2, a part de l&#8217;atenci\u00f3 o la intencionalitat amb la qual llegim, <strong>el grau de profunditat o superficialitat en la lectura el marca el \u201csaber\u201d, no el \u201csaber fer\u201d<\/strong>. El segon no \u00e9s possible sense el primer.<\/p>\n<p>En aquest sentit, un enfocament competencial de l&#8217;educaci\u00f3 que resta import\u00e0ncia als continguts \u2014o els disfressa de sabers b\u00e0sics per a llevar-los rellev\u00e0ncia\u2014, sense un \u00e8mfasi suficient en el coneixement cultural en diferents \u00e0mbits, inexorablement minva la comprensi\u00f3 i la capacitat de raonament, perqu\u00e8 llegir requereix que el lector faci infer\u00e8ncies que depenen del que ja sap, no de compet\u00e8ncies\u00a0descontextualizadas; i \u00e9s el que ja sap el que li permet continuar aprenent. D&#8217;aqu\u00ed la import\u00e0ncia d&#8217;un<strong> curr\u00edculum ben organitzat, estructurat, coherent, acumulatiu i gradual que faciliti als estudiants l&#8217;acc\u00e9s a textos cada vegada m\u00e9s complexos<\/strong>.<\/p>\n<p>En s\u00edntesi, comprenem el que llegim gr\u00e0cies al que sabem sobre el que llegim i no gr\u00e0cies a estrat\u00e8gies inferencials o habilitats predictives, interpretatives o d&#8217;un altre tipus, ja que aquestes requereixen de coneixement espec\u00edfic perqu\u00e8 siguin aplicades amb efic\u00e0cia. Per aquesta ra\u00f3,<strong> les estrat\u00e8gies per a la millora de la comprensi\u00f3 lectora s\u00f3n eines buides quan manques dels coneixements rellevants per a exercir-les, encara que s\u00f3n molt \u00fatils per a fer connexions m\u00e9s riques i precises en llegir i per a aprofundir en la lectura quan disposes d&#8217;ells<\/strong>.<\/p>\n<p>Per aquest motiu, seria un error concloure que els preocupants resultats de l&#8217;avaluaci\u00f3\u00a0PIRLS, s\u00f3n nom\u00e9s una falta d&#8217;habilitats lectores, perqu\u00e8 s\u00f3n els coneixements, el vocabulari i el bagatge cultural, els que limiten o expandeixen la intel\u00b7lecci\u00f3. En aquest context, la crisi de lectura \u00e9s, en realitat, una crisi de cultura. Si l&#8217;escola redueix la import\u00e0ncia de l&#8217;adquisici\u00f3 de coneixements en benefici d&#8217;unes compet\u00e8ncies suposadament transferibles, en realitat, est\u00e0 aixecant murs a la comprensi\u00f3 profunda i, en conseq\u00fc\u00e8ncia, al propi pensament cr\u00edtic. Indubtablement, els m\u00e9s perjudicats d&#8217;aquest enfocament s\u00f3n els alumnes dels entorns m\u00e9s desfavorits, a causa de la crucial influ\u00e8ncia del context en el seu vocabulari i en el seu saber cultural, elements clau en la lectura i en l&#8217;aprenentatge.<\/p>\n<hr \/>\n<h6><strong>Refer\u00e8ncia:<\/strong><\/h6>\n<p>Instituto Nacional de Evaluaci\u00f3n Educativa (2023).\u00a0<em>PIRLS 2021: Estudio Internacional de Progreso en Comprensi\u00f3n Lectora (Informe espa\u00f1ol).\u00a0<\/em>Secretar\u00eda General T\u00e9cnica. Ministerio de Educaci\u00f3n y Formaci\u00f3n Profesional.\u00a0<a href=\"https:\/\/sede.educacion.gob.es\/publiventa\/descarga.action\">https:\/\/sede.educacion.gob.es\/publiventa\/descarga.action<\/a><\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Comprenem el que llegim gr\u00e0cies al que sabem sobre el que llegim i no gr\u00e0cies a estrat\u00e8gies inferencials o habilitats predictives, interpretatives o d&#8217;un altre tipus, ja que aquestes requereixen de coneixement espec\u00edfic perqu\u00e8 siguin aplicades amb efic\u00e0cia. Per aquesta ra\u00f3, les estrat\u00e8gies per a la millora de la comprensi\u00f3 lectora s\u00f3n eines buides quan manques dels coneixements rellevants per a exercir-les, encara que s\u00f3n molt \u00fatils per a fer connexions m\u00e9s riques i precises en llegir i per a aprofundir en la lectura quan disposes d&#8217;ells.<\/p>\n","protected":false},"author":4,"featured_media":10449,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[240],"tags":[449,450,452,447,454,451,453],"class_list":["post-10684","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-aprenentatge","tag-comprensio-lectora","tag-continguts","tag-lectura-ca","tag-miguel-angel-tirado-ramos-ca","tag-pirls-ca","tag-sabers-basics"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Crisi de lectura, crisi de cultura - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Comprenem el que llegim gr\u00e0cies al que sabem sobre el que llegim i no gr\u00e0cies a estrat\u00e8gies inferencials o habilitats predictives, interpretatives o d&#039;un altre tipus, ja que aquestes requereixen de coneixement espec\u00edfic perqu\u00e8 siguin aplicades amb efic\u00e0cia. Per aquesta ra\u00f3, les estrat\u00e8gies per a la millora de la comprensi\u00f3 lectora s\u00f3n eines buides quan manques dels coneixements rellevants per a exercir-les, encara que s\u00f3n molt \u00fatils per a fer connexions m\u00e9s riques i precises en llegir i per a aprofundir en la lectura quan disposes d&#039;ells.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/crisi-de-lectura-crisi-de-cultura\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Crisi de lectura, crisi de cultura - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"Comprenem el que llegim gr\u00e0cies al que sabem sobre el que llegim i no gr\u00e0cies a estrat\u00e8gies inferencials o habilitats predictives, interpretatives o d&#039;un altre tipus, ja que aquestes requereixen de coneixement espec\u00edfic perqu\u00e8 siguin aplicades amb efic\u00e0cia. 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