{"id":15935,"date":"2024-05-03T10:00:37","date_gmt":"2024-05-03T08:00:37","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=15935"},"modified":"2024-05-03T10:11:59","modified_gmt":"2024-05-03T08:11:59","slug":"fracas-escolar-o-fracas-politic","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/fracas-escolar-o-fracas-politic\/","title":{"rendered":"Frac\u00e0s escolar o frac\u00e0s pol\u00edtic"},"content":{"rendered":"

Frac\u00e0s escolar o frac\u00e0s pol\u00edtic<\/h1>\n

Avui dia, i malauradament, massa experts parlen d’educaci\u00f3<\/p>\n

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Imagen de 7706992 en Pixabay<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/p>\n

 <\/p>\n

David Rabad\u00e0<\/strong><\/a><\/p>\n

 <\/p>\n

El Govern ha afirmat m\u00e9s d’una vegada, i sense estudis demostrats, que les mancances educatives d’Espanya s\u00f3n causades per un model d’ensenyament basat en la memoritzaci\u00f3 enciclop\u00e8dica<\/strong> de les dades. Despr\u00e9s afegeixen que aix\u00f2 no encaixa amb el futur paradigma social i laboral basat en el desenvolupament de les compet\u00e8ncies que els nostres estudiants han d’assolir per al seu futur laboral. Tot aix\u00f2 neix d’unes propostes pedag\u00f2giques de fa m\u00e9s d’un segle, per\u00f2 que anomenen innovadores. Nom\u00e9s cal recordar a John\u00a0Dewey<\/strong>\u00a0amb el seu aprenentatge constructiu, a William\u00a0Kilpatrick<\/strong>\u00a0amb el seu aprenentatge per projectes, i a\u00a0Jerome\u00a0Bruner<\/strong>\u00a0amb el seu aprenentatge per descobriment. Tot aix\u00f2 ha regit els curr\u00edculums del Canad\u00e0 i de diversos pa\u00efsos de l’OCDE, Espanya inclosa, sense \u00e8xits demostrats. En ells es proclama un ensenyament democr\u00e0tic que ha de permetre que els alumnes aprenguin per si mateixos i segons els seus interessos. Afegeixen que aquests han de ser totalment aut\u00f2noms aprenent per descobriment, que els docents nom\u00e9s han d’ostentar un paper de guia sense impartir continguts especialitzats, i que el m\u00e9s important ha de ser l’adquisici\u00f3 d’unes compet\u00e8ncies la definici\u00f3 de les quals, de les moltes escrites, atordeix al m\u00e9s culte. En fi, que qualsevol tipus de coneixement passa a ser secundari.<\/p>\n

D’aquesta manera les diferents mat\u00e8ries han de ser dilu\u00efdes en uns \u00e0mbits abstractes que emmascaren les especialitzacions docents i rebaixen els seus continguts sota una educaci\u00f3 per compet\u00e8ncies, uns treballs per projectes i l’eliminaci\u00f3 de la mem\u00f2ria a les aules. En fi, que la transmissi\u00f3 de coneixements i el seu curr\u00edculum s’esvaeix en secund\u00e0ria. Davant d’aquesta paradoxa cal desitjar que l’ensenyament sigui competent davant una educaci\u00f3 competencial. M\u00e9s tarda, amb fermesa, paci\u00e8ncia i estima, cal guanyar-se la confian\u00e7a dels alumnes a l’aula malgrat el que diguin les pedagogies happy flowers<\/em> de moda. En fi, que educar no esdev\u00e9 nom\u00e9s impartir valors, habilitats i compet\u00e8ncies te\u00f2riques, sin\u00f3 ferms coneixements contrastats perqu\u00e8 els alumnes arribin a ser cr\u00edtics amb causa i no causa de cr\u00edtica. Per a aix\u00f2 cal haver estat molts cursos a les aules, en molts centres diferents i amb gran disparitat d’alumnes. Malaurament, la pol\u00edtica educativa nacional continua a les palpentes davant les aules de secund\u00e0ria.<\/p>\n

Avui dia, i malauradament, massa experts parlen d’educaci\u00f3. De tots ells molt pocs ho fan des de l’aula, car que ho fan des d’un despatx allunyat d’aquesta realitat. Alguns ni tan sols han trepitjat un paranimf o impartit classes. I el m\u00e9s oner\u00f3s, els qui porten anys al peu del can\u00f3 educatiu, els despectivament anomenats \u2018profesaurios<\/strong>\u2019, s\u00f3n crucificats per aquests experts.<\/p>\n

Tots els informes PISA deixen pal\u00e8s que Espanya s’enfonsa any rere any a nivell educatiu. Despr\u00e9s de d\u00e8cades de reformes pedag\u00f2giques el nostre estat, que no totes les autonomies, ostenta el\u00a0 frac\u00e0s escolar m\u00e9s gran de tota la Uni\u00f3 Europea. Al voltant de gaireb\u00e9 el trenta per cent dels nostres alumnes abandonen els estudis, o simplement no els aprofiten amb efici\u00e8ncia. La trencadissa escolar nacional, i amb algunes excepcions auton\u00f2miques, \u00e9s tan escandalosa que la pregunta clau \u00e9s, s\u00f3n els nostres pares i professors els culpables d’aix\u00f2? Molts experts educatius aix\u00ed ho afirmen. Primer hi ha la cantarella, i encara que ho diguin amb diferents paraules, que de fam\u00edlies pobres, alumnes necis. I segon, molts pedagogs i soci\u00f2legs afirmen que necessitem docents m\u00e9s ben formats per a reduir el frac\u00e0s escolar<\/strong>. \u00c9s a dir, i segons els experts, fam\u00edlies i professors s\u00f3n els culpables de la trencadissa nacional escolar, argument que s’escolta cada vegada que els informes PISA s\u00f3n actualitzats. Per\u00f2, i de ser certa aquesta hip\u00f2tesi, per qu\u00e8 els anomenats experts educatius no han trobat la manera que els nostres estudiants aprenguin el m\u00e0xim sota els seus potencials durant els \u00faltims trenta anys? Perqu\u00e8 la resposta \u00e9s que el sistema educatiu \u00e9s tan multifactorial que no existeix una sola causa fonamental que provoqui nom\u00e9s ella tot el frac\u00e0s escolar. Per tant, no \u00e9s nom\u00e9s la formaci\u00f3 docent, no \u00e9s nom\u00e9s el nivell econ\u00f2mic de les fam\u00edlies i no \u00e9s nom\u00e9s la inversi\u00f3 en educaci\u00f3 de l’estat la causa de la trencadissa en ensenyament. Cal analitzar tot i detectar les causes principals, per a despr\u00e9s trobar les solucions i aplicar-les, \u00e9s a dir, cal viatjar pels cursos acad\u00e8mics, pels centres, per les lleis, per les pedagogies i per les tipologies familiars, d’alumnes i de docents, per a albirar els factors que dinamiten la nostra educaci\u00f3.<\/p>\n

Sabem que els alumnes aprenen poc en estudiar poc, per\u00f2 cal anar m\u00e9s enll\u00e0. Molts pedagogs afirmen que s’ensenyen massa coses en secund\u00e0ria, que la majoria dels coneixements impartits esdevenen meres banalitats in\u00fatils, i que el memor\u00edstic t\u00e9 els dies comptats. Malgrat tot, es continua estudiant menys que fa unes d\u00e8cades i la pregunta conseq\u00fcent \u00e9s la seg\u00fcent: per qu\u00e8 no s’estudia m\u00e9s? Perqu\u00e8 simplement cal difondre les solucions que apliquen els educadors des de la seva realitat, l’aula i la llar. Per a aix\u00f2 cal viatjar per les classes de moltes ciutats nacionals i internacionals visitant pa\u00efsos com Singapur i \u00a0Est\u00f2nia.<\/p>\n

\n

Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

El Govern ha afirmat m\u00e9s d’una vegada, i sense estudis demostrats, que les mancances educatives d’Espanya s\u00f3n causades per un model d’ensenyament basat en la memoritzaci\u00f3 enciclop\u00e8dica de les dades. Despr\u00e9s afegeixen que aix\u00f2 no encaixa amb el futur paradigma social i laboral basat en el desenvolupament de les compet\u00e8ncies que els nostres estudiants han d’assolir per al seu futur laboral. Tot aix\u00f2 neix d’unes propostes pedag\u00f2giques de fa m\u00e9s d’un segle, per\u00f2 que anomenen innovadores.<\/p>\n","protected":false},"author":4,"featured_media":15926,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[240],"tags":[952,953,956,951],"class_list":["post-15935","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-fracas-escolar","tag-fracas-politic","tag-informes-pisa","tag-memoritzacio"],"yoast_head":"\nFrac\u00e0s escolar o frac\u00e0s pol\u00edtic - Educational Evidence<\/title>\n<meta name=\"description\" content=\"El Govern ha afirmat m\u00e9s d'una vegada, i sense estudis demostrats, que les mancances educatives d'Espanya s\u00f3n causades per un model d'ensenyament basat en la memoritzaci\u00f3 enciclop\u00e8dica de les dades. 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