{"id":17099,"date":"2024-05-27T10:21:58","date_gmt":"2024-05-27T08:21:58","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=17099"},"modified":"2024-05-27T10:22:22","modified_gmt":"2024-05-27T08:22:22","slug":"quina-por-que-em-fa","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/quina-por-que-em-fa\/","title":{"rendered":"Quina por que em fa!"},"content":{"rendered":"

Quina por que em fa!<\/h1>\n

Dels camins que est\u00e0 prenent la FP i la superviv\u00e8ncia dels oficis<\/p>\n

\"\"
Linn\u00e9a. \/ Pixabay<\/figcaption><\/figure>\n

 <\/p>\n

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

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

Por em fa. Estic en un d’aquells diumenges ull de l’hurac\u00e0, moments de calma \u00abchicha\u00bb previs al final de curs, sense res que corregir i encara en cap de setmana, per\u00f2 amb centenars de p\u00e0gines en perspectiva, gaireb\u00e9 imminents. Em relaxo. Tot arribar\u00e0. Em trobo aleshores amb un company, nou docent aquest curs. Despr\u00e9s de trenta anys d’experi\u00e8ncia a la ind\u00fastria, l\u2019han fitxat per ensenyar l’ofici. Feia que no el veia des que va fer el pas. Anem a prendre alguna cosa.<\/p>\n

Per temes personals, que s\u00ed que v\u00e9nen al cas per\u00f2 que no revelar\u00e9, necessitava un extra. Pasta. Per aix\u00f2 segueix a l’empresa, per\u00f2 aquest curs ha dedicat algunes tardes cada setmana a ensenyar la seva professi\u00f3. Diu que han estat laxos amb el tema de la titulaci\u00f3. Pla\u00e7a de dif\u00edcil cobertura. O de molt dif\u00edcil cobertura, hi afegiria. No trobaven ning\u00fa per impartir aquest taller crucial a l’ofici. I aleshores em pregunto si l’Administraci\u00f3 est\u00e0 en condicions d\u2019anar pujant les exig\u00e8ncies per a l’acc\u00e9s a la doc\u00e8ncia, sobretot en algunes branques de FP. Molt soroll als mitjans, per\u00f2 despr\u00e9s s’agafa a qui es pot, i muts i a la g\u00e0bia.<\/p>\n

Per comen\u00e7ar, un cop resolt el marr\u00f3 de les titulacions, li van cridar l’atenci\u00f3 des de la direcci\u00f3, a les primeres de canvi, pels seus m\u00e8todes poc ortodoxos<\/em>. No feia servir el campus virtual, ni posava treballs te\u00f2rics: els explicava la teoria al taller, els posava alguns Kahoot! (perqu\u00e8 ho va aprendre en un curset i va veure que els motivava m\u00e9s que fer tests en paper) perqu\u00e8 repassessin la part te\u00f2rica de l’examen, i el 90% del temps -i l’avaluaci\u00f3- el dedicava als exercicis pr\u00e0ctics. A l’ofici.<\/p>\n

Tampoc entenia que, passant-se com s\u2019hi passava tota la tarda al tarda al taller, li retraguessin que no respongu\u00e9s els correus electr\u00f2nics fora del seu horari, enviats aquella mateixa tarda; per exemple: per qu\u00e8 no s’acosten al taller, que \u00e9s a vint metres del despatx, i em diuen el que sigui, sobretot si \u00e9s ‘urgent’? \u00c9s que no \u00e9s la nostra manera de treballar<\/em>, li van contestar. Ni la meva s\u00f3n els mails<\/em>, els va replicar.<\/p>\n

Ell, humilment, va posar el c\u00e0rrec a disposici\u00f3 de l’equip directiu. Potser sigui jo, va pensar. Aquest ofici no s’ensenya en online<\/em>. Per\u00f2 com que no tenien ning\u00fa m\u00e9s, no els va quedar m\u00e9s remei que deixar-lo continuar. Encara bo.<\/p>\n

Perqu\u00e8 no tot era dolent. Van ser francs. Precisament, el seu taller ha estat l’\u00fanic on no hi ha hagut absentisme. Alguns alumnes van comen\u00e7ar gronxant-se una mica, faltant a classe algun dia quan perdia el seu equip de futbol, perqu\u00e8 s’havien passat la nit jugant a videojocs o perqu\u00e8 havien quedat per sortir. Coses de les classes en horari de tarda, sobretot els divendres, d’adolescents majors d\u2019edat. I ell, com al taller on treballa, els baixava el sou, \u00e9s a dir, la nota. Si no hi ets, no pots acumular hores de pr\u00e0ctica. T\u00e9 m\u00e9s carrer que ells i m\u00e9s \u00abcallo\u00bb.<\/p>\n

Perqu\u00e8 els xavals, tots nois al seu ram, s\u00f3n tamb\u00e9 de dif\u00edcil cobertura. Els va calar des del principi. I va fer amb ells un pacte. Ell va posar les seves condicions (puntualitat, higiene i respecte, em resumia, fixin-se) i ells les seves. Endevineu-les: els alumnes li van demanar tamb\u00e9 respecte, que no es fiqu\u00e9s amb ells si no sabien alguna cosa, perqu\u00e8, paraules textuals, ja se n’havien burlat molt. I despr\u00e9s, \u00e9s clar, li van demanar aprendre la professi\u00f3. Pr\u00e0ctica. Tracte fet. Per\u00f2 cal venir a classe.<\/p>\n

Quan no sabien alguna cosa, encara que fos molt b\u00e0sica (mesurar amb la regla, multiplicar, canvis d’unitats\u2026) els ho explicava. No sortia amb all\u00f2 de \u201c\u00e9s que aix\u00f2 ja ho haur\u00edeu de saber\u201d o \u201cus ho haurien d’haver explicat a la prim\u00e0ria o a l’ESO\u201d.<\/p>\n

A la primera prova, em deia, van suspendre tots. No van saber fer els exercicis, b\u00e0sics de l’ofici, que els havia explicat a les sessions pr\u00e8vies. Ho va plantejar en un temps m\u00e9s que suficient: diverses hores per executar all\u00f2 que alg\u00fa experimentat dedicaria menys de vint minuts. Reien al principi perqu\u00e8 no sabien qu\u00e8 fer amb tant de temps. Conya. Despr\u00e9s van suar i palmar. Totes les peces van sortir defectuoses.<\/p>\n

Se li van queixar despr\u00e9s que havien tingut poc temps. Que era impossible. No els va replicar: els va fer l\u2019examen en quinze minuts en aquell mateix moment. Autoritat. Els va proposar llavors dues opcions: repetir la prova, i que se la prenguessin seriosament, o passar les notes al tutor. El que passa al taller, es queda al taller. Els va explicar a cadascun els errors que havien com\u00e8s en executar cada pe\u00e7a. Avaluaci\u00f3 formativa. I a la repetici\u00f3 van aprovar tots. No els vaig aprovar jo, que no em tremola el pols, van aprovar ells, em remarca.<\/p>\n

Va haver de bregar tamb\u00e9 amb els youtubers. Alguns filigranes<\/em>, m’explicava, li venien amb v\u00eddeos de Youtube en qu\u00e8 s’explicaven procediments de manera diferent com ell els havia exposat a classe. Li va agradar perqu\u00e8 aquell inter\u00e8s digital demostrava que ja estaven motivats. Que els agradava l\u2019ofici. Dues coses, els deia, depenent del cas: aix\u00f2 s\u00ed, es pot fer aix\u00ed, \u00a0per\u00f2 per aix\u00f2 us cal molta m\u00e9s pr\u00e0ctica, primer apreneu a escriure i despr\u00e9s fareu poemes; o b\u00e9, no veus que el v\u00eddeo est\u00e0 editat, que \u00e9s un fake<\/em>, que us estan enganyant? Experi\u00e8ncia i honestedat. Foment de l\u2019esperit cr\u00edtic i criteri professional.<\/p>\n

Ha passat el curs. Excepte dos alumnes, la resta del grup ha apr\u00e8s l’ofici. Promocionaran. Els falten hores de vol, em comenta, per\u00f2 a qui no, a la seva edat?<\/p>\n

Arriba el final de curs. Se n’estan plantejant la continu\u00eftat. Corren nous temps i reformes a la FP. No t\u00e9 els t\u00edtols, tot i que domina l\u2019ofici com ning\u00fa. I potser d’altres el tinguin. No utilitza la plataforma virtual. S’estima m\u00e9s parlar que llegir correus electr\u00f2nics. Por em fa.<\/p>\n

\n

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

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

Por em fa. Estic en un d’aquells diumenges ull de l’hurac\u00e0, moments de calma \u00abchicha\u00bb previs al final de curs, sense res que corregir i encara en cap de setmana, per\u00f2 amb centenars de p\u00e0gines en perspectiva, gaireb\u00e9 imminents. Em relaxo. Tot arribar\u00e0. Em trobo aleshores amb un company, nou docent aquest curs. Despr\u00e9s de trenta anys d’experi\u00e8ncia a la ind\u00fastria, l\u2019han fitxat per ensenyar l’ofici. Feia que no el veia des que va fer el pas. Anem a prendre alguna cosa.<\/p>\n","protected":false},"author":4,"featured_media":17093,"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":[686],"tags":[1222,813,1221],"class_list":["post-17099","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-a-peu-daula","tag-eso-ca","tag-fp-ca","tag-oficis"],"yoast_head":"\nQuina por que em fa! - Educational Evidence<\/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:\/\/educationalevidence.com\/ca\/quina-por-que-em-fa\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Quina por que em fa! - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"Por em fa. 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Estic en un d'aquells diumenges ull de l'hurac\u00e0, moments de calma \u00abchicha\u00bb previs al final de curs, sense res que corregir i encara en cap de setmana, per\u00f2 amb centenars de p\u00e0gines en perspectiva, gaireb\u00e9 imminents. Em relaxo. Tot arribar\u00e0. Em trobo aleshores amb un company, nou docent aquest curs. Despr\u00e9s de trenta anys d'experi\u00e8ncia a la ind\u00fastria, l\u2019han fitxat per ensenyar l'ofici. Feia que no el veia des que va fer el pas. 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