{"id":20407,"date":"2024-10-08T09:38:25","date_gmt":"2024-10-08T07:38:25","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=20407"},"modified":"2024-10-08T09:40:05","modified_gmt":"2024-10-08T07:40:05","slug":"la-satisfaccio-de-lalumnat-no-significa-el-seu-benefici","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-satisfaccio-de-lalumnat-no-significa-el-seu-benefici\/","title":{"rendered":"La satisfacci\u00f3 de l’alumnat no significa el seu benefici"},"content":{"rendered":"

La satisfacci\u00f3 de l’alumnat no significa el seu benefici<\/h1>\n

La nostra societat es comporta de manera contradict\u00f2ria amb els menors<\/p>\n

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Pexels. \/ Foto de Karolina Kaboompics<\/a><\/figcaption><\/figure>\n

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

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

 <\/p>\n

Paco Ben\u00edtez<\/strong><\/a><\/p>\n

Prepare the child for the road, not the road for de child\u201d[1]<\/p>\n

Fa unes setmanes, mentre llegia un article del company <\/strong><\/span>Juan Fern\u00e1ndez<\/strong><\/span><\/a>, vaig topar-me amb una d’aquelles obvietats que no per ser-ho deixa de passar desapercebuda per la poblaci\u00f3. Deia textualment: \u201cSi la innovaci\u00f3 docent vol millorar l’aprenentatge de l’alumnat, no \u00e9s adequat avaluar la satisfacci\u00f3 de l’alumnat. Pot ser que els alumnes estiguin m\u00e9s satisfets, per\u00f2 per altres raons. Tamb\u00e9 passa de vegades que, malgrat estar menys satisfets, aprenen m\u00e9s\u201d.<\/p>\n

Deia all\u00f2 de l’obvietat, perqu\u00e8, durant bona part de la hist\u00f2ria, educadors i fam\u00edlies han sabut que doblegar-se a la satisfacci\u00f3 de nens i adolescents \u00e9s contraproduent des del punt de vista de la seva educaci\u00f3 i desenvolupament. Per posar un exemple tamb\u00e9 obvi, si una criatura vol sopar un croissant de xocolata, el m\u00e9s assenyat per als seus progenitors \u00e9s no satisfer la seva voluntat, sin\u00f3 al rev\u00e9s. I aix\u00f2, a m\u00e9s, es fa pel seu b\u00e9, per protegir-lo de la seva voluntat autolesiva.<\/p>\n

Doncs b\u00e9, sembla que amb les \u00faltimes tend\u00e8ncies metodol\u00f2giques de l’anomenada \u201cnova\u201d educaci\u00f3, n\u2019hi ha prou que pupils estiguin contents amb all\u00f2 que es troben a classe i all\u00f2 que els proposa el docent, i que es doni per fet que s’ha produ\u00eft un impacte de qualitat. Per\u00f2 la realitat \u00e9s que l’\u00fanic criteri (o si m\u00e9s no el m\u00e9s important) que caldria tenir en compte per avaluar aquesta \u201cinnovaci\u00f3\u201d hauria de ser si ha impactat positivament en l’aprenentatge. Avaluar sempre \u00e9s una tasca complexa, i encara m\u00e9s ho \u00e9s avaluar qualsevol m\u00e8tode pedag\u00f2gic. Per\u00f2 la veritat \u00e9s que les dades objectives extretes de les proves externes<\/strong><\/span><\/a> que realitza el nostre alumnat ens demostren que l’aprenentatge est\u00e0 en caiguda lliure.<\/p>\n

Continuo amb algunes preguntes \u00f2bvies relatives a la satisfacci\u00f3 de l’alumnat. Els alumnes preferiran un m\u00e8tode que consisteixi en jugar i un professor que no els exigeixi responsabilitats, o que se\u2019ls requereixi un esfor\u00e7 i treball continuat a l’aula i a casa? Els alumnes preferiran passar de curs o titular tot i tenir diverses assignatures suspeses, o no poder fer-ho en aquests casos? Els alumnes preferiran tractar temes del seu inter\u00e8s a classe com el futbol, \u200b\u200bel reggaet\u00f3 o el porno, o aprendre sobre hist\u00f2ria de l’art, els fractals o el sistema nervi\u00f3s? En fi, podria continuar escrivint preguntes on la resposta \u00f2bvia de l’alumnat seria la primera opci\u00f3 de cadascuna, per\u00f2 no vull cansar el lector.<\/p>\n

El llibre de Jonathan Haidt i Greg Lukianoff, The Coddling of the American Mind<\/em>, tradu\u00eft a l’espanyol com a \u2018La transformaci\u00f3n de la mente moderna\u2019<\/em>, ens alerta dels riscos que suposa per a la salut mental dels joves la sobreprotecci\u00f3 resultant d’una crian\u00e7a i un sistema educatiu que els fa cr\u00e9ixer entre coixins. Actualment estem sent testimonis d’una epid\u00e8mia d’ansietat i depressi\u00f3 a la nostra joventut<\/strong><\/span><\/a>, la qual, segons els autors, \u00e9s el resultat d’una fragilitat que deriva precisament del fet de procurar constantment la seva satisfacci\u00f3. Enfrontar-se a dificultats i superar frustracions no \u00e9s agradable, per\u00f2 \u00e9s necessari per forjar un car\u00e0cter fort i adult.<\/p>\n

I un altre dia podem parlar tamb\u00e9 de les famoses enquestes de satisfacci\u00f3 de l’alumnat i la seva avaluaci\u00f3 de les mat\u00e8ries, que a hores d’ara ja molts centres fan, si no al final de cada avaluaci\u00f3, s\u00ed al final de cada curs. No dic que la intenci\u00f3 que hi hagi al darrere no sigui bona, per\u00f2 per la meva experi\u00e8ncia us puc dir que es converteixen en una broma. \u00c9s ben sabut que un gran poder comporta una gran responsabilitat, per\u00f2 s\u00f3n els alumnes prou madurs i estan prou formats per valorar el treball d’un docent? Permeteu-me que respongui que no (encara que no soni modern).<\/p>\n

Un sistema educatiu que t\u00e9 sumit l’alumnat en una falsa bombolla<\/strong><\/span><\/a> que moltes vegades els fa creure que estan preparats per all\u00f2 que realment no hi estan, no \u00e9s, encara que s’amotlli a la seva satisfacci\u00f3, una cosa contraproduent per al seu futur personal, acad\u00e8mic i professional?<\/p>\n

Acabo amb una altra cita d’una altra obra magn\u00edfica, La crisis de l’autoridad<\/em>, de la jutgessa i autora Natalia Velilla: \u201cEns estem equivocant en tractar els nens i els adolescents com a persones amb capacitat de decidir, ja que la p\u00e0tria potestat i la minoria de edat tenen una finalitat protectora de les personalitats en formaci\u00f3. La nostra societat es comporta de manera contradict\u00f2ria amb els menors, equiparant fins a la confusi\u00f3 la \u00abdignitat\u00bb de la persona amb \u00abl\u2019autonomia de la voluntat\u00bb: els nens tenen dignitat, han de ser respectats, informats, valorats i escoltats d’acord amb el nivell de maduresa, per\u00f2 no tenen capacitat d’obrar plena, ja que els seus desitjos no necess\u00e0riament coincideixen amb all\u00f2 que els conv\u00e9\u201d.<\/p>\n

________________________________________<\/p>\n

Enlla\u00e7os\/Webgrafia:<\/strong><\/p>\n

Juan Fern\u00e1ndez: https:\/\/www.eldebate.com\/cultura\/20231007\/evaluar-innovacion-educativa-navegar-mares-revueltos_144727.html<\/a><\/p>\n

Pruebas externas: https:\/\/www.epdata.es\/datos\/espana-pisa-datos-graficos\/484<\/a><\/p>\n

Epidemia de ansiedad y depresi\u00f3n en nuestra juventud: https:\/\/www.alimente.elconfidencial.com\/bienestar\/2022-12-13\/uno-cinco-adolescentes-problema-salud-mental_3538490\/<\/a><\/p>\n

Falsa burbuja: https:\/\/www.pressreader.com\/spain\/el-mundo-andalucia-weekend\/20231008\/281883007988473<\/a><\/p>\n

[1] Cita introduct\u00f2ria de l’obra The Coddling of the American Mind<\/em>, de Jonathan Haidt i Greg Lukianoff). Traducci\u00f3: \u201cPrepareu el nen per al cam\u00ed, no el cam\u00ed per al nen\u201d.<\/em><\/p>\n

\n

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

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

Fa unes setmanes, mentre llegia un article del company Juan Fern\u00e1ndez, vaig topar-me amb una d’aquelles obvietats que no per ser-ho deixa de passar desapercebuda per la poblaci\u00f3. Deia textualment: \u201cSi la innovaci\u00f3 docent vol millorar l’aprenentatge de l’alumnat, no \u00e9s adequat avaluar la satisfacci\u00f3 de l’alumnat. Pot ser que els alumnes estiguin m\u00e9s satisfets, per\u00f2 per altres raons. Tamb\u00e9 passa de vegades que, malgrat estar menys satisfets, aprenen m\u00e9s\u201d.<\/p>\n","protected":false},"author":4,"featured_media":20402,"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":[1839,1840,1838,1841],"class_list":["post-20407","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-alumnat","tag-benefici","tag-satisfaccio","tag-sobreproteccio"],"yoast_head":"\nLa satisfacci\u00f3 de l'alumnat no significa el seu benefici - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Fa unes setmanes, mentre llegia un article del company Juan Fern\u00e1ndez, vaig topar-me amb una d'aquelles obvietats que no per ser-ho deixa de passar desapercebuda per la poblaci\u00f3. 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