{"id":17358,"date":"2024-05-31T11:03:44","date_gmt":"2024-05-31T09:03:44","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=17358"},"modified":"2024-05-31T11:04:01","modified_gmt":"2024-05-31T09:04:01","slug":"la-falsa-ciencia-de-la-pedagogia-davant-del-bon-pedagog","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-falsa-ciencia-de-la-pedagogia-davant-del-bon-pedagog\/","title":{"rendered":"La falsa ci\u00e8ncia de la pedagogia davant del bon pedagog"},"content":{"rendered":"

La falsa ci\u00e8ncia de la pedagogia davant del bon pedagog<\/h1>\n

A Espanya, s’ignora la causa, s’insisteix a anomenar ci\u00e8ncia a la pedagogia, encara que el concepte d’aquesta no la inclogui<\/p>\n

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Imatge generada mitjan\u00e7ant IA.<\/figcaption><\/figure>\n

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

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 <\/p>\n

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

 <\/p>\n

A Espanya hi ha experts, pedagogs o no, que treballen en les anomenades ci\u00e8ncies de l’educaci\u00f3<\/strong>. Per\u00f2 l’educaci\u00f3 en si mateixa no \u00e9s una disciplina cient\u00edfica sin\u00f3 una suma de m\u00e8todes que aprenem per ensenyar els continguts. De vegades els adquirim sota prova i error, que no \u00e9s m\u00e8tode cient\u00edfic, i d’altres les obtenim d’altres bons docents sota un acte de fe, que tampoc no \u00e9s ci\u00e8ncia. Prova d’aix\u00f2 \u00e9s Est\u00f2nia que obt\u00e9 molt bons resultats a PISA. Doncs all\u00e0, i contr\u00e0riament a Espanya, utilitzen la pedagogia no com a ci\u00e8ncia, sin\u00f3 com a un conjunt de t\u00e8cniques que funcionen. Per aix\u00f2 els docents experimenten amb did\u00e0ctiques noves i no amb teories sense contrastar. Primer presenten una tesina final de carrera, producte d’una s\u00e8rie de dades i t\u00e8cniques reals. Posteriorment, i durant les activitats a l’aula, continuen provant si aquesta estrat\u00e8gia millora o no la did\u00e0ctica de les classes, \u00e9s a dir, s’aplica la prova i l’error. Aix\u00ed es genera un corpus de t\u00e8cniques totalment allunyades de reflexions te\u00f2riques, per\u00f2 eficaces a l’aula.<\/p>\n

A Espanya, s’ignora la causa, s’insisteix a anomenar ci\u00e8ncia a la pedagogia<\/strong>, malgrat que el concepte no la inclogui. Una ci\u00e8ncia \u00e9s un conjunt de coneixements contrastats sota una teoria central que ofereix una explicaci\u00f3 unit\u00e0ria. La pedagogia no ha ofert mai una explicaci\u00f3 unit\u00e0ria i contrastada del proc\u00e9s d’aprenentatge hum\u00e0. \u00c9s a dir, aquesta disciplina no ostenta un paradigma central com les ci\u00e8ncies pr\u00f2piament dites. Nom\u00e9s es tracta d\u00b4un conjunt d’opinions sense un acord com\u00fa entre tots els seus experts. La Geologia amb la Tect\u00f2nica de Plaques, la F\u00edsica amb la Relativitat, la Biologia amb el Neodarwinisme i la Qu\u00edmica amb la Taula Peri\u00f2dica s\u00ed que contenen un paradigma central que els permet pronosticar fets, la pedagogia no. Aquesta fa m\u00e9s de dos-cents anys que vacil\u00b7la en els seus pron\u00f2stics de com educar els escolars. La causa \u00e9s simple i pr\u00edstina, no \u00e9s una ci\u00e8ncia per ara i el que cal fer \u00e9s seguir les estrat\u00e8gies de docents o pedagogs versats a l’ensenyament. En aquest cas val la pena esmentar-ne un, pedagog de formaci\u00f3, que va ser de gran influ\u00e8ncia en l’aprenentatge de molts. Com a professor sabia infondre responsabilitat i exig\u00e8ncia entre els seus estudiants perqu\u00e8 aquests no romanguessin dins de les seves limitacions. I abans que sortissin les proves PISA<\/strong> ja s’havia fixat en el model educatiu de Finl\u00e0ndia, que ja aleshores donava molt bons resultats. De fet, es va posar a estudiar-lo per aplicar-lo al centre. Xavier Melgarejo<\/strong> va mostrar les virtuts, que tamb\u00e9 els defectes, del model educatiu finland\u00e8s. La seva tesi doctoral va c\u00f3rrer entre molts pol\u00edtics, fins i tot alguns se’n van anar a Finl\u00e0ndia amb Melgarejo per prendre nota de la panacea n\u00f2rdica. Per\u00f2, i en pocs anys, molts demagogs es van oblidar de Melgarejo. Ara alg\u00fa va exercir d’eurodiputat sense parar atenci\u00f3 a tot all\u00f2 que s’ha apr\u00e8s.<\/p>\n

Melgarejo, des de la seva honradesa, humanitat i humilitat, ens va regalar els seus amplis coneixements sobre un sistema d’ensenyament que va ser reeixit temporalment, el finland\u00e8s, un sistema que ell mateix va estudiar i es va guanyar a pols sense cap ajut institucional. Merescudament, i a finals d’octubre del 2014, li va ser atorgada la creu de cavaller de la Rosa Blanca per part del Govern de Finl\u00e0ndia. Per a qui conegu\u00e9s Melgarejo, aquest era, i per sobre de tot, un esperit bondad\u00f3s ple de lluita, perseveran\u00e7a i amor, per\u00f2 que no s’enganyi el lector ja que aquest pedagog pr\u00e0ctic exsudava cr\u00edtica, sinceritat i acidesa cap a la mediocritat institucional. La seva lluita contra el c\u00e0ncer li va refor\u00e7ar el valor que ja sentia per alguna cosa que finalment va acabar amb ell, el temps. Per aix\u00f2 deia:<\/p>\n

<< Si l’educaci\u00f3 s’ha de resoldre i sabem com, qu\u00e8 esperem? Si el model finland\u00e8s resol el frac\u00e0s escolar sota l’equitat i l’efici\u00e8ncia, quins dimonis fa el nostre pa\u00eds amb la igualtat, la llibertat i la felicitat en els objectius educatius? Si mai no els agafa! >><\/p>\n

Per tant, Xavier va abandonar els debats oliosos i enganxosos per fora, per\u00f2 buits i te\u00f2rics per dins. \u00c9s a dir, es dirigia directament a les solucions pr\u00e0ctiques i plenament provades amb m\u00e9s t\u00e8cnica i menys teoria. Aix\u00ed va aplicar, i amb \u00e8xit, el que va aprendre a Finl\u00e0ndia al centre que dirigia evitant tamb\u00e9 els seus defectes. Cal recordar que Finl\u00e0ndia ha baixat a les proves PISA dels \u00faltims anys.<\/p>\n

\n

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

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

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