{"id":19953,"date":"2024-10-02T09:24:43","date_gmt":"2024-10-02T07:24:43","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=19953"},"modified":"2024-10-02T09:24:52","modified_gmt":"2024-10-02T07:24:52","slug":"la-indefensio-del-docent-es-tambe-la-del-discent","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-indefensio-del-docent-es-tambe-la-del-discent\/","title":{"rendered":"La indefensi\u00f3 del docent \u00e9s tamb\u00e9 la del discent"},"content":{"rendered":"

La indefensi\u00f3 del docent \u00e9s tamb\u00e9 la del discent<\/h1>\n
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Els docents s’enfronten di\u00e0riament a situacions de car\u00e0cter violent<\/span><\/span><\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n
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Imatge gnerada mitjan\u00e7ant IA<\/figcaption><\/figure>\n<\/div>\n
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Llic\u00e8ncia Creative Commons<\/a><\/p>\n

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M\u00edriam Gallego Rodr\u00edguez<\/strong><\/a><\/div>\n
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Avui, amb m\u00e9s protocols que mai per a la millora de la conviv\u00e8ncia als centres educatius, amb els casos d’assetjament escolar<\/strong> o bullying ocupant les primeres planes de la premsa o obrint els telenot\u00edcies, amb una oferta inesgotable de cursos i tallers sobre com abordar aquest fenomen, la viol\u00e8ncia a les aules continua sent una realitat<\/strong>.<\/p>\n

I \u00e9s que, mentre que al docent no se’l reconegui com a autoritat p\u00fablica i segueixi imperant la llei del pedagogisme hegem\u00f2nic i el seu bonisme acient\u00edfic<\/strong>, el professor continuar\u00e0 estant en una situaci\u00f3 d’indefensi\u00f3 i impot\u00e8ncia<\/strong> que far\u00e0 que l’alumne agredit tamb\u00e9 es trobi en el mateix estat de vulnerabilitat, aband\u00f3 i desprotecci\u00f3.<\/p>\n

Aquestes normes del pedagogisme bonista parlen de pr\u00e0ctiques restauratives i no de c\u00e0stig<\/strong>, per tant, d’impunitat, i ens porten a l’absurd que davant d’una agressi\u00f3 sexual entre alumnes hem de situar al mateix nivell agressor i v\u00edctima, aconseguir que la v\u00edctima banalitzi i relativitzi la seva dolor i que, no sols perdoni el seu agressor, sin\u00f3 que a m\u00e9s comprengui que no tenia cap altra opci\u00f3 que agredir-la. La v\u00edctima ha d’assumir que no \u00e9s l’\u00fanica que pateix, sin\u00f3 que el seu agressor pateix tant o m\u00e9s que ella i, per tant, l’agredeix, en definitiva, ha d’entendre que l’agressi\u00f3 \u00e9s una manera leg\u00edtima m\u00e9s de manifestar el patiment. La v\u00edctima ha de conv\u00e8ncer-se que all\u00f2 que per a ella \u00e9s una violaci\u00f3 en realitat nom\u00e9s \u00e9s un joc de nens. Per\u00f2 anomenar-lo joc no resta entitat a l’agressi\u00f3, perqu\u00e8 tal com ens recorda Engels<\/strong>:<\/p>\n

\u201cAquests senyors pensen que quan han canviat els noms de les coses, han canviat les mateixes coses. Aix\u00ed \u00e9s com aquests pensadors profunds es burlen del m\u00f3n sencer\u201d.[i]<\/em><\/p>\n

En quin moment vam deixar de dir les coses pel seu nom?<\/strong> Quan es va imposar l’\u00fas massiu i generalitzat de l’eufemisme per suavitzar la realitat i protegir les bombolles on creiem viure? Per qu\u00e8 parlar de disciplina o de c\u00e0stig ens converteix en un dimoni conservador ancorat en vells valors ja extints?<\/p>\n

Quan apel\u00b7lar al sentit com\u00fa \u00e9s apel\u00b7lar al no-res no sorpr\u00e8n que l’esperan\u00e7a sigui el primer que es perdi.<\/p>\n

Una de les conseq\u00fc\u00e8ncies d’aquest nou llenguatge que falseja el m\u00f3n i fa que se’ns rebel\u00b7li com all\u00f2 que no \u00e9s, \u00e9s la proliferaci\u00f3 de conductes abans considerades punibles i ara considerades puerils.<\/p>\n

I \u00e9s que no fa tant que encara en d\u00e8iem agressor, de l’agressor<\/strong>, i, quant a tal, aquest rebia el seu c\u00e0stig, sense que ning\u00fa se sorprengu\u00e9s ni molt menys s’indign\u00e9s per aix\u00f2; ara, en aquests nous i innovadors dies que estem vivint, blanquegem els seus actes arribant fins i tot a justificar-los i els premiem amb la impunitat<\/strong>, perqu\u00e8 hem de ser m\u00e9s comprensius que mai, no fos cas que alg\u00fa que ha generat tantes mol\u00e8sties a l’altre se sent\u00eds molest per aix\u00f2.<\/p>\n

Els docents s’enfronten di\u00e0riament a situacions de car\u00e0cter violent, que s\u00f3n fruit d’una falta absoluta de codis \u00e8tics i valors c\u00edvics, que es pressuposen universals per\u00f2 que a la pr\u00e0ctica es desconeixen. I ho fan desprove\u00efts de tota autoritat, perqu\u00e8 la paraula \u201cautoritat\u201d \u00e9s una altra d’aquelles que no trobar\u00edem mai al diccionari de la llengua pedagogista, ja que el seu significat s’ha despla\u00e7at per un altre que equipara autoritat a autoritarisme, com si es tract\u00e9s de el mateix. Sense autoritat reconeguda el professor no t\u00e9 capacitat de decisi\u00f3 ni molt menys d\u2019acci\u00f3<\/strong>. L’expulsi\u00f3 de l’alumne el comportament del qual ha desafiat les lleis morals \u00e9s una quimera. \u201cExpulsi\u00f3\u201d tamb\u00e9 \u00e9s un altre dels termes antipedagogistes, perqu\u00e8 ha deixat de concebre’s com una oportunitat per aprendre all\u00f2 que les accions tenen les seves conseq\u00fc\u00e8ncies.<\/p>\n

Aquells que encara conserven una mica de lucidesa, malgrat la foscor del moment, apunten que una de les causes que millor expliquen el fet que la viol\u00e8ncia a les aules segueixi estant a l’ordre del dia \u00e9s, com d\u00e8iem abans, la falta absoluta de valors a qu\u00e8 agafar-se. Aquesta consolidada vict\u00f2ria nihilista a qu\u00e8 fan refer\u00e8ncia, la de l’\u00faltim home, comporta la impossibilitat de diferenciar entre el b\u00e9 i el mal en tant que semblen ser valors relatius i, en conseq\u00fc\u00e8ncia, porta fins a l’absurd la premissa que tots som iguals davant la llei, de manera que v\u00edctima i agressor tornen novament a estar al mateix nivell. Quan la realitat \u00e9s m\u00e9s que mai oposada a l’aparen\u00e7a, la lectura de Plat\u00f3 esdev\u00e9 indispensable<\/strong>.<\/p>\n

Tot i aix\u00f2, el departament d’educaci\u00f3, que sembla haver-nos instal\u00b7lat de manera indefinida a la caverna, elimina les lectures obligat\u00f2ries obeint aquests principis del pedagogisme m\u00e9s \u201ccool\u201d per assegurar-se que els futurs treballadors se situ\u00efn cada vegada m\u00e9s lluny de la veritat i confonguin Matrix<\/em> amb la realitat.<\/p>\n

En un m\u00f3n en qu\u00e8 el professor pogu\u00e9s aplicar el sentit com\u00fa i actuar d’acord amb la ra\u00f3, la viol\u00e8ncia mai no seria relativa i no es condemnaria ni l’agressor ni la v\u00edctima a ser-ho de per vida.<\/p>\n

___<\/p>\n

[i] Marx-Engels Reader, Nova York: W. W. Norton and Co., second edition, 1978 (first edition, 1972), pp 730-733.;<\/p>\n<\/div>\n

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

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

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