{"id":18882,"date":"2024-09-02T10:18:41","date_gmt":"2024-09-02T08:18:41","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=18882"},"modified":"2024-10-26T17:20:58","modified_gmt":"2024-10-26T15:20:58","slug":"educacio-sense-coneixement","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/educacio-sense-coneixement\/","title":{"rendered":"Educaci\u00f3 sense coneixement"},"content":{"rendered":"<h1>Educaci\u00f3 sense coneixement<\/h1>\n<p>La hist\u00f2ria ens hauria de fer ser una mica m\u00e9s cauts davant les promeses educatives dels aven\u00e7os de les tecnologies de la informaci\u00f3 aplicades a l&#8217;aula<\/p>\n<figure id=\"attachment_18875\" aria-describedby=\"caption-attachment-18875\" style=\"width: 900px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\"size-full wp-image-18875\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/08\/to-learn-2001940_1280.jpg\" alt=\"\" width=\"900\" height=\"525\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/08\/to-learn-2001940_1280.jpg 900w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/08\/to-learn-2001940_1280-300x175.jpg 300w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/08\/to-learn-2001940_1280-768x448.jpg 768w\" sizes=\"(max-width: 900px) 100vw, 900px\" \/><figcaption id=\"caption-attachment-18875\" class=\"wp-caption-text\">Gerd Altmann. \/ 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><strong><img decoding=\"async\" class=\"alignleft wp-image-18956\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/08\/Jon-Bustillo_ok-final-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Jon Bustillo<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>L&#8217;implacable desenvolupament de les <strong>tecnologies de la informaci\u00f3<\/strong>, i en especial el dels dispositius que podem portar a la butxaca, estan configurant un escenari on cada persona t\u00e9 al seu abast qualsevol tipus d&#8217;informaci\u00f3 a cop de clic. Informaci\u00f3 que, a m\u00e9s, es pot oferir en diferents formats, velocitats i nivells de profunditat. D&#8217;alguna manera es podria dir que a trav\u00e9s d&#8217;un dispositiu d\u2019\u00fas ben senzill i amb la corresponent cobertura, qualsevol persona t\u00e9 acc\u00e9s permanent a tota mena d&#8217;informaci\u00f3. Fins aqu\u00ed semblaria que \u00e9s una bona idea; un recurs a la nostra disposici\u00f3 que actua com un col\u00b7laborador expert que cont\u00ednuament ens informa de tot el que passa a les nostres vides, i que ja s&#8217;ha incorporat als <strong>centres educatius<\/strong> pensant que seria de gran ajuda en la formaci\u00f3 de l\u2019alumnat.<\/p>\n<p>Qui no ha somiat tenir un professor expert i divertit que t&#8217;expliqui les coses que cal aprendre? Encara m\u00e9s, d&#8217;aquesta manera es liquida el problema de no tenir sempre a disposici\u00f3 docents que siguin bons comunicadors i que dominin la mat\u00e8ria que imparteixen. Arribats a aquest punt, aix\u00f2 recorda molt a altres \u00e8poques en qu\u00e8 d\u2019altres tecnologies aleshores tamb\u00e9 revolucion\u00e0ries havien de solucionar els problemes de l&#8217;educaci\u00f3, com <strong>la r\u00e0dio i la televisi\u00f3<\/strong>, sense anar m\u00e9s lluny. Vells nous recursos que permetien posar de forma ubiqua bons comunicadors que, a trav\u00e9s d&#8217;un bon gui\u00f3 (realitzat per unes poques persones expertes), expliquessin gaireb\u00e9 qualsevol q\u00fcesti\u00f3 a qualssevol persones. Malauradament, l&#8217;experi\u00e8ncia ens ha mostrat que les expectatives generades van quedar molt lluny d\u2019acomplir-se, i que la vetusta aula amb docents i alumnat va haver de recuperar-se i tornar a recuperar el seu lloc. La hist\u00f2ria ens hauria de fer ser una mica m\u00e9s cauts davant les promeses educatives dels aven\u00e7os de les tecnologies de la informaci\u00f3 aplicades a l&#8217;aula. Novament, lluny de solucionar l&#8217;educaci\u00f3, han vingut a incorporar nous problemes que no sembla ara per ara que tinguin soluci\u00f3.<\/p>\n<p>Ara m&#8217;agradaria abordar la <strong>formaci\u00f3 del professorat<\/strong>, un tema que al meu entendre se segueix descuidant. Aquesta no \u00e9s una q\u00fcesti\u00f3 nova, ni tampoc que se li pugui atribuir en exclusiva a la irrupci\u00f3 educativa de les tecnologies de la informaci\u00f3, per\u00f2 que atenent a les promeses i expectatives m\u00e9s amunt esmentades, no sembla que calgui abordar. Ja no cal que els docents siguin experts en all\u00f2 que imparteixen; per qu\u00e8, aleshores, cal esfor\u00e7ar-se a recordar, entendre i relacionar all\u00f2 que est\u00e0 a un cop de clic? El rol dels docents, a mesura que la informaci\u00f3 \u00e9s cada cop m\u00e9s accessible per a tothom, ha anat despla\u00e7ant-se des del d&#8217;una persona experta en una \u00e0rea de coneixement determinat, que imparteix, fins al d\u2019una mena d<strong>&#8216;animador sociocultural<\/strong> que proposa activitats a l&#8217;alumnat que, a trav\u00e9s dels dispositius, surfeja per sobre dels coneixements que es determinen en el pla d&#8217;estudis corresponent: el cl\u00e0ssic oce\u00e0 de coneixements d&#8217;un mil\u00b7l\u00edmetre de profunditat.<\/p>\n<p>Davant d&#8217;aquest escenari, els docents ja no necessiten ser experts en la mat\u00e8ria que han d&#8217;impartir per a ser bons professors, i, llavors, tampoc llurs professors, \u00e9s a dir, les persones que siguin els seus de formadors. I aleshores ja tenim el cercle completat. Pel que fa a aix\u00f2, guardo a la mem\u00f2ria les paraules d&#8217;una exdirectora de l&#8217;escola de Magisteri de Vit\u00f2ria-Gasteiz, que a principis de segle ja advertia sobre les conseq\u00fc\u00e8ncies de la implantaci\u00f3 de curr\u00edculums basats en l&#8217;adquisici\u00f3 de compet\u00e8ncies.<\/p>\n<p><em>Quan els nous mestres formats amb els nous plans per compet\u00e8ncies dels graus d&#8217;Educaci\u00f3 arribin a l&#8217;escola, ser\u00e0 un professorat a qui des de la Universitat haurem deixat orfe de coneixements. Llavors, l&#8217;alumnat que passi per les seves aules tindr\u00e0 docents que ja no el valoraran i quan aquestes noves generacions arribin a les facultats, la Universitat es trobar\u00e0 amb alumnat que tampoc posar\u00e0 en valor el coneixement (ni el seu ni del professorat) i no hi haur\u00e0 m\u00e9s remei que seguir aprimant el nivell d&#8217;exig\u00e8ncia. El bucle inter-generacional estaria aix\u00ed completat\u201d.<\/em><\/p>\n<p>\u00c9s m\u00e9s, des de l&#8217;actual \u00f2ptica empresarial de l&#8217;escola on la \u201c<strong>innovaci\u00f3<\/strong>\u201d es converteix en un valor de mercat promogut des de la pr\u00f2pia administraci\u00f3 educativa \u2013sovint condicionant-ne el finan\u00e7ament dels centres\u2013, ser expert en una mat\u00e8ria no t\u00e9 inter\u00e8s ja que cap centre educatiu no obt\u00e9 r\u00e8dits per a tenir professorat destacat en les mat\u00e8ries que imparteix. S\u00ed, en canvi, per a la promoci\u00f3 de l&#8217;\u00fas a l&#8217;aula de dispositius electr\u00f2nics cada cop m\u00e9s sofisticats, pel desenvolupament de produccions realitzades per l&#8217;alumnat que li siguin m\u00e9s o menys atractives, per diverses <strong>propostes de gamificaci\u00f3<\/strong> i per una infinitat de propostes metodol\u00f2giques la validesa de les quals no est\u00e0 contrastada, per\u00f2 que com indica <strong>Aibar<\/strong> (2023), puguin ser comercialitzables com a \u201cinnovaci\u00f3\u201d -ho siguin o no-.<\/p>\n<p>Potser es pot argumentar que l&#8217;ideal seria la integraci\u00f3 del coneixement expert amb aquest tipus d&#8217;innovacions. En aquest sup\u00f2sit considero que <strong>hi hauria d&#8217;haver un esfor\u00e7 per part de l&#8217;administraci\u00f3 en l\u2019impuls del coneixement expert<\/strong>, si m\u00e9s no en la mateixa mesura que ho fa per a la promoci\u00f3 de les suposades innovacions. \u00d2bviament aix\u00f2 no passa i la balan\u00e7a est\u00e0 clarament decantada del costat de les pr\u00e0ctiques educatives comercialitzables, tot plegat amb la inestimable col\u00b7laboraci\u00f3 de les administracions i de persones responsables de la gesti\u00f3 educativa. Aqu\u00ed <strong>Ranci\u00e8re<\/strong> (2010) va ser un visionari.<\/p>\n<p>La desvaloritzaci\u00f3 del coneixement, aix\u00ed com la normalitzaci\u00f3 des de les etapes m\u00e9s primerenques de l&#8217;educaci\u00f3 obligat\u00f2ria, dificulta greument l&#8217;acc\u00e9s a coneixements complexos, orientant les institucions d&#8217;educaci\u00f3 superior al que Esteban (2019) anomena la universitat <em>light<\/em>. Una adaptaci\u00f3 que obre de bat a bat la necessitat de tenir ben a m\u00e0 la crossa del dispositiu m\u00f2bil. Dispositiu sense el qual cada cop tindrem menys opcions de comprendre un m\u00f3n cada vegada m\u00e9s complex i que, cada vegada m\u00e9s, nom\u00e9s podem aprehendre&#8217;l a trav\u00e9s del que ens indica el nou oracle instantani controlat per companyies privades el model de negoci de les quals, tal com indiquen <strong>Peirano<\/strong> (2019) i <strong>Wu<\/strong> (2020), passa per la comercialitzaci\u00f3 de la nostra atenci\u00f3, no pas pel nostre desenvolupament formatiu.<\/p>\n<p>Sens dubte, una societat formada a trav\u00e9s de propostes educatives que menyspreen el coneixement i afavoreixen la implementaci\u00f3 a l&#8217;aula de pr\u00e0ctiques i dispositius comercialitzables \u00e9s un escenari ideal per tal que l&#8217;ascensor social que podria ser l&#8217;educaci\u00f3 quedi definitivament truncat. Coincidint amb <a href=\"https:\/\/educationalevidence.com\/ca\/xavier-masso-educativament-estem-entrant-en-lesperpent\/\" target=\"_blank\" rel=\"noopener\"><strong>Mass\u00f3<\/strong><\/a> (2021) el sistema educatiu perd aix\u00ed una de les seves finalitats principals, abandonant a poc a poc l&#8217;alumnat que m\u00e9s necessita del coneixement per poder progressar socialment. Una societat que aborda la formaci\u00f3 de les persones que m\u00e9s necessiten l&#8217;adquisici\u00f3 de coneixements per progressar, a trav\u00e9s de propostes educatives no orientades a aquest fi, est\u00e0 abocada a reproduir les estructures socials actuals, una mena de <strong>castes socioeducatives<\/strong> que es perpetuen, tal i com ho mostra <strong>Sandel<\/strong> (2020) en descriure la tirania del m\u00e8rit.<\/p>\n<p>___<\/p>\n<h6><strong>Refer\u00e8ncies:<\/strong><\/h6>\n<p>Aibar, E. (2023). <em>El culto a la innovacion<\/em>. Ned ediciones.<\/p>\n<p>Esteban Bara, F. (2019). <em>La universidad light: Un an\u00e1lisis de nuestra formaci\u00f3n universitaria<\/em>. Paid\u00f3s.<\/p>\n<p>Mass\u00f3 Aguad\u00e9, X. (2021). <em>El fin de la educaci\u00f3n: La escuela que dej\u00f3 de ser<\/em>. Akal.<\/p>\n<p>Peirano, M. (2019). <em>El enemigo conoce el sistema: Manipulaci\u00f3n de ideas, personas e influencias despu\u00e9s de la econom\u00eda de la atenci\u00f3n<\/em>. Debate.<\/p>\n<p>Ranci\u00e8re, J. (with Estrach, N.). (2010). <em>El maestro ignorante: Cinco lecciones sobre la emancipaci\u00f3n intelectual<\/em>. Laertes.<\/p>\n<p>Sandel, M. J. (2020). <em>La tiran\u00eda del m\u00e9rito: \u00bfQu\u00e9 ha sido del bien com\u00fan?. Debate.<\/em><\/p>\n<p>Wu, T. (2020). <em>Comerciantes de atenci\u00f3n<\/em>. Capit\u00e1n Swing.<\/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>L&#8217;implacable desenvolupament de les tecnologies de la informaci\u00f3, i en especial el dels dispositius que podem portar a la butxaca, estan configurant un escenari on cada persona t\u00e9 al seu abast qualsevol tipus d&#8217;informaci\u00f3 a cop de clic. Informaci\u00f3 que, a m\u00e9s, es pot oferir en diferents formats, velocitats i nivells de profunditat.<\/p>\n","protected":false},"author":4,"featured_media":18875,"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":[1231,1463,1622,1420,808],"class_list":["post-18882","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-coneixement","tag-conocimiento-ca","tag-innovacio","tag-professorat","tag-tecnologia"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Educaci\u00f3 sense coneixement - Educational Evidence<\/title>\n<meta name=\"description\" content=\"L&#039;implacable desenvolupament de les tecnologies de la informaci\u00f3, i en especial el dels dispositius que podem portar a la butxaca, estan configurant un escenari on cada persona t\u00e9 al seu abast qualsevol tipus d&#039;informaci\u00f3 a cop de clic. 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