{"id":10693,"date":"2024-05-02T08:00:22","date_gmt":"2024-05-02T06:00:22","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=10693"},"modified":"2024-04-11T21:07:55","modified_gmt":"2024-04-11T19:07:55","slug":"a-voltes-amb-el-dua-i-levidencia-cientifica","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/a-voltes-amb-el-dua-i-levidencia-cientifica\/","title":{"rendered":"A voltes amb el DUA i l&#8217;evid\u00e8ncia cient\u00edfica"},"content":{"rendered":"<h1>A voltes amb el DUA i l&#8217;evid\u00e8ncia cient\u00edfica<\/h1>\n<p>L&#8217;escola no pot limitar-se als interessos de l&#8217;estudiant<\/p>\n<figure id=\"attachment_10408\" aria-describedby=\"caption-attachment-10408\" style=\"width: 400px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\" wp-image-10408\" src=\"http:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/DUA.jpg\" alt=\"\" width=\"400\" height=\"591\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/DUA.jpg 600w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/DUA-203x300.jpg 203w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/DUA-223x330.jpg 223w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/DUA-122x180.jpg 122w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/><figcaption id=\"caption-attachment-10408\" 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-10400\" src=\"http:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/10\/Santiago-Herrero-Gea.jpg\" alt=\"\" width=\"70\" height=\"95\" \/><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/twitter.com\/SantiMico90\" target=\"_blank\" rel=\"noopener\"><strong>Santiago Herrero<\/strong><\/a><\/p>\n<p>Existeix a la xarxa un article acad\u00e8mic que tots els docents d&#8217;Espanya haurien de llegir. Es tracta del titulat \u00a0<a href=\"https:\/\/usie.es\/supervision21\/index.php\/Sp21\/article\/view\/690\/1332\" target=\"_blank\" rel=\"noopener\"><strong><em>Decodificando el Dise\u00f1o Universal de Aprendizaje: \u00bfqu\u00e9 evidencia lo respalda?<\/em><\/strong><\/a>,, de l&#8217;inspector i doctor en Ci\u00e8ncies de l&#8217;Educaci\u00f3 <strong>Miguel \u00c1ngel Tirado Ramos<\/strong>. El que aqu\u00ed em proposo \u00e9s resumir el text despr\u00e9s d&#8217;haver-lo llegit, acostant-l&#8217;hi aix\u00ed a m\u00e9s companys i companyes.<\/p>\n<p>L&#8217;autor comen\u00e7a explicant-nos que el concepte de \u201c<strong>Disseny Universal<\/strong>\u201d va tenir el seu origen en l&#8217;arquitectura -per a fer-la accessible- mentre que, com a aplicaci\u00f3 a l&#8217;ensenyament, va ser conceptualitzat a Boston, en el Centre de Tecnologia Especial Aplicada, on es buscava adaptar eines inform\u00e0tiques a estudiants amb discapacitat.<\/p>\n<p>El\u00a0DUA\u00a0cerca ara fer un pas m\u00e9s enll\u00e0 en la inclusi\u00f3, substituint les velles adaptacions curriculars, en les quals el docent procurava individualitzar el curr\u00edculum a l&#8217;alumnat segons les seves necessitats, per una metodologia per a atendre&#8217;ls a tots en la seva diversitat.<\/p>\n<p><strong>Es parteix de la idea que cada alumne t\u00e9 la seva forma peculiar d&#8217;aprendre<\/strong> (en paraules d&#8217;una de les seves defensores, \u201cels estils d&#8217;aprenentatge s\u00f3n tan \u00fanics i diversos com les pr\u00f2pies empremtes dactilars\u201d[1]). Per tant, hauria de poder triar la forma en la qual rep la informaci\u00f3 (v\u00eddeo, text, t\u00e0ctil\u2026) i la forma en la qual demostra la seva adquisici\u00f3 de coneixements, tot d&#8217;acord amb els seus interessos i motivacions. Aix\u00f2, suposadament, activaria diferents zones del cervell (xarxes afectives, de reconeixement\u2026) que coadjuven a l&#8217;aprenentatge. Per descomptat, la millor manera de dissenyar les nostres classes d&#8217;aquesta polifac\u00e8tica manera \u00e9s mitjan\u00e7ant l&#8217;\u00fas ingent de les TIC, que s\u00f3n \u201cestrictament necess\u00e0ries\u201d[2].<\/p>\n<p>Els lectors m\u00e9s espavilats ja hauran trobat una s\u00e8rie de per\u00f2s a aquesta metodologia que, d&#8217;altra banda, \u00e9s part fonamental de la nostra \u00faltima llei educativa (<strong>LOMLOE<\/strong>). L&#8217;autor, que tamb\u00e9 els percep, ens els desgrana i analitza d&#8217;un en un.<\/p>\n<p>Per a comen\u00e7ar, i encara que tot docent que es pre\u00ef tingui clar que presentar la informaci\u00f3 de manera diversa facilita la seva comprensi\u00f3, <strong>el DUA i el seu accent en l&#8217;elecci\u00f3 individual de l&#8217;alumnat<\/strong> segons els seus interessos i manera d&#8217;aprendre <strong>part d&#8217;una hip\u00f2tesi ja descartada per la recerca<\/strong>, per\u00f2 que continua sent el <strong>neuromite<\/strong> m\u00e9s influent i popular en el m\u00f3n educatiu: el dels estils d&#8217;aprenentatge.<\/p>\n<p>Assenyala Miguel \u00c1ngel Tirado que<strong> les recerques respecte als beneficis del DUA estan, a m\u00e9s, faltes de consist\u00e8ncia<\/strong>. Per exemple, no es t\u00e9 en compte en elles variables com el context socioecon\u00f2mic de l&#8217;alumnat. Tampoc es detallen ni les pautes DUA aplicades ni la metodologia emprada. Per si no fos prou, ning\u00fa va pensar que la participaci\u00f3 de diferents docents en els grups d&#8217;estudi podria alterar els resultats, la qual cosa demostra que ja <strong>es creu que el model pedag\u00f2gic aplicat \u00e9s, per als discents, molt m\u00e9s rellevant que el mestre i el seu \u201csaber fer\u201d<\/strong>. Tanmateix, elements que <strong>els creadors del DUA consideren part del seu nou m\u00e8tode ja s\u00f3n \u00e0mpliament utilitzats pels professors<\/strong> (activaci\u00f3 de coneixements previs, correccions qualitatives, buscar la implicaci\u00f3 de l&#8217;alumnat, \u00fas de l&#8217;evocaci\u00f3\u2026), aix\u00ed que, com podr\u00edem concedir l&#8217;\u00e8xit al DUA, si aquestes t\u00e8cniques no li s\u00f3n exclusives? O, com diu l&#8217;autor, <strong>\u201cqu\u00e8 fa que el DUA sigui DUA, i no una altra cosa?\u201d<\/strong>.<\/p>\n<p>Tamb\u00e9 podria assenyalar-se la<strong> intensa fe en la tecnologia que demostra el\u00a0DUA<\/strong>. Al marge del problema que pugui suposar l&#8217;entrada de les\u00a0Big\u00a0Tech\u00a0a l&#8217;escola (amb la seva irremeiable mercantilitzaci\u00f3, ja que, com b\u00e9 assenyala l&#8217;autor, Apple, Google i Microsoft es troben entre els cinc grups de pressi\u00f3 m\u00e9s influents a la UE), diversos estudis assenyalen el perjudici de les pantalles, enfront de la pr\u00e0ctica de la lectura i escriptura en paper, per al desenvolupament de la comprensi\u00f3 lectora. No es tracta de demonitzar a les TIC, per\u00f2 si el\u00a0DUA\u00a0ha de ser veritablement universal, i si ha d&#8217;anar de bracet de la digitalitzaci\u00f3, <strong>el docent deixar\u00e0 de tenir poder d&#8217;elecci\u00f3 sobre quan emprar i quan no les TIC a l&#8217;aula<\/strong>.<\/p>\n<p>Finalment, la recerca tamb\u00e9 mostra que aprenem a partir del que ja sabem, establint noves connexions, i que la possessi\u00f3 d&#8217;un major vocabulari augura un millor rendiment escolar en la immensa majoria dels casos. At\u00e8s que no es pot desenvolupar capacitat cr\u00edtica del no-res, sin\u00f3 des d&#8217;una base de coneixements previs, i at\u00e8s que l&#8217;escola ha de buscar oferir una educaci\u00f3 equitativa a la ciutadania independentment de la seva classe social, la idea for\u00e7a\u00a0DUA\u00a0que haurien d&#8217;oferir-se itineraris curriculars \u201ca la carta\u201d segons els interessos i opcions de l&#8217;alumnat no faria sin\u00f3 aprofundir en les desigualtats culturals de partida. <strong>L&#8217;escola no pot limitar-se als interessos de l&#8217;estudiant<\/strong>, al que com a adolescent li motiva, <strong>sin\u00f3 que ha d&#8217;\u201coferir-li finestres de coneixement que ell no obriria per iniciativa pr\u00f2pia<\/strong>\u201d.<\/p>\n<p>L&#8217;autor d&#8217;aquest article es pregunta al final d&#8217;aquest, com a professional conscient que \u00e9s, <strong>quin paper hauria de jugar la inspecci\u00f3 davant plantejaments pedag\u00f2gics tan incerts com el\u00a0DUA<\/strong>, m\u00e0ximament quan aquests fonamenten tota una llei educativa. I \u00e9s que el\u00a0DUA\u00a0pot ser un enfocament m\u00e9s, per\u00f2 mai l&#8217;\u00fanica alternativa, ja que <strong>la recerca encara est\u00e0 per aportar-nos proves concloents de la seva efic\u00e0cia<\/strong>.<\/p>\n<p>___<\/p>\n<p><a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> Alba Pastor, C. (2018). <em>El Dise\u00f1o Universal Para el Aprendizaje: Educaci\u00f3n para todos y pr\u00e1cticas de ense\u00f1anza inclusivas<\/em>, Ediciones Morata.<\/p>\n<p><a href=\"#_ftnref2\" name=\"_ftn2\">[2]<\/a> Ibid.<\/p>\n<p><a href=\"https:\/\/usie.es\/supervision21\/index.php\/Sp21\/article\/view\/690\/1332\" target=\"_blank\" rel=\"noopener\">Acc\u00e9s a l&#8217;art\u00edcle complet de Miguel \u00c1ngel Tirado Ramos<\/a>. En ell trobaran relacionada tota la recerca acad\u00e8mica consultada, que per motius d&#8217;extensi\u00f3 no hem incl\u00f2s aqu\u00ed.<\/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>Per a comen\u00e7ar, i encara que tot docent que es pre\u00ef tingui clar que presentar la informaci\u00f3 de manera diversa facilita la seva comprensi\u00f3, el DUA i el seu accent en l&#8217;elecci\u00f3 individual de l&#8217;alumnat segons els seus interessos i manera d&#8217;aprendre part d&#8217;una hip\u00f2tesi ja descartada per la recerca, per\u00f2 que continua sent el neuromite m\u00e9s influent i popular en el m\u00f3n educatiu: el dels estils d&#8217;aprenentatge.<\/p>\n","protected":false},"author":4,"featured_media":10415,"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":[437,457,307,454,456,455],"class_list":["post-10693","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-dua-ca","tag-evidencia-cientifica","tag-lomloe-ca","tag-miguel-angel-tirado-ramos-ca","tag-santiago-herrero-gea","tag-tic"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>A voltes amb el DUA i l&#039;evid\u00e8ncia cient\u00edfica - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Per a comen\u00e7ar, i encara que tot docent que es pre\u00ef tingui clar que presentar la informaci\u00f3 de 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