{"id":21375,"date":"2024-10-30T08:50:56","date_gmt":"2024-10-30T07:50:56","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=21375"},"modified":"2024-10-30T08:51:09","modified_gmt":"2024-10-30T07:51:09","slug":"per-a-que-serveix-un-curriculum-i-per-a-que-no","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/per-a-que-serveix-un-curriculum-i-per-a-que-no\/","title":{"rendered":"Per a qu\u00e8 serveix un curr\u00edculum (i per a qu\u00e8 no)"},"content":{"rendered":"

Per a qu\u00e8 serveix un curr\u00edculum (i per a qu\u00e8 no)<\/h1>\n
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Foto de NEOSiAM 2024+<\/a> \/ Pexels<\/figcaption><\/figure>\n

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

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

 <\/p>\n

Giovanni Pelegi Torres<\/strong><\/p>\n

 <\/p>\n

A Gargantua i Pantagruel<\/em>, l’humanista franc\u00e8s Fran\u00e7ois Rabelais<\/strong> va imaginar un temple de la saviesa: era l’abadia de Th\u00e9l\u00e8me<\/strong>, un enorme complex prove\u00eft de tot all\u00f2 necessari per a aprendre totes les disciplines amb enormes biblioteques i on no hi havia rellotges, en oposici\u00f3 al dogmatisme i les ordenances dels monestirs medievals. A Th\u00e9l\u00e8me imperava una \u00fanica regla cisellada a la llinda de l’entrada: “fes el que vulguis<\/em><\/strong>“, en refer\u00e8ncia al lliure albir d’una educaci\u00f3 humanista ideal, amb el plaer de l’aprendre desinteressat.<\/p>\n

Si feu l’exercici d’imaginar aquesta frase cisellada a l’entrada dels nostres instituts i penseu en les seves conseq\u00fc\u00e8ncies us entrar\u00e0 el riure o el p\u00e0nic, o ambd\u00f3s alhora. Per aix\u00f2 l’obra de Rabelais \u00e9s de forma conscient una utopia i no un model a seguir en la vida real. Aix\u00f2, que sembla evident, no ho \u00e9s tant si prestem atenci\u00f3 al curr\u00edculum educatiu vigent a Catalunya<\/strong>, el que s’ha pres m\u00e9s al peu de la lletra la LOMLOE<\/strong>. El curr\u00edculum i el seu desplegament no ens diuen quins continguts concrets s’han de treballar ni en quins cursos. Hi trobem “sabers”, un eufemisme de continguts, expressats de manera repetitiva i molt inconcreta que s’agrupen en blocs com podrien haver-se agrupat per colors.<\/p>\n

El professorat amb experi\u00e8ncia, les programacions de centre i les pr\u00e0ctiques donades pel bon judici de l’experi\u00e8ncia \u2013el consens subjacent<\/em>\u2013 mantenen m\u00e9s o menys els continguts malgrat aquest curr\u00edculum, que instaura un “fes el que vulguis” com el de l’abadia de Th\u00e9l\u00e8me, per\u00f2 completament malent\u00e8s. Com diuen Javier Mestre<\/strong> i Carlos Fern\u00e1ndez Liria<\/strong> a Escuela y libertad <\/em>(Akal, 2024), no hi ha res de m\u00e9s oposat al saber desinteressat que la competencialitat, que ens diu que si una cosa no t\u00e9 una utilitat pr\u00e0ctica, no serveix de res, una idea que t\u00e9 un impacte molt negatiu en l’alumnat.<\/p>\n

La m\u00fasica progressista que envolta la suposada llibertat i autonomia docent amb el curr\u00edculum actual \u00e9s un parany<\/strong>. Primer, perqu\u00e8 el curr\u00edculum genera una sensaci\u00f3 de desprotecci\u00f3 i d’inseguretat; gran part del professorat no l’ent\u00e9n i el fa servir com pot<\/strong>. Aix\u00f2 genera una sensaci\u00f3 de buit quan fem les programacions i quan ens diuen que hem de globalitzar<\/em> i coses per l’estil que ens fan dubtar sobre el nostre criteri. Llavors sentim que el sistema no confia en nosaltres ni en el nostre criteri per a ensenyar, i a alguns se’ns fa de nit en pensar que en realitat el sistema no vol que ensenyem ni que segons quin alumnat aprengui.<\/p>\n

En segon lloc, la hiperadjectivitzaci\u00f3 dels sabers sembla indicar que hem de formar alumnes ecologistes, i no tant ensenyar matem\u00e0tiques o hist\u00f2ria<\/strong>. El primer pot ser una conseq\u00fc\u00e8ncia col\u00b7lateral d’aprendre coses, per\u00f2 no un objectiu en si. Aquesta m\u00fasica progressista buida de contingut l’ensenyament p\u00fablic i ens vol fer creure en la trobada fortu\u00efta amb el coneixement a trav\u00e9s de la pr\u00e0ctica i dels “valors”. Qui ho paga? Com sempre, l’alumnat m\u00e9s desfavorit als barris m\u00e9s dif\u00edcils. I de passada, tamb\u00e9 el docent que pensa que s’ha perdut tota la pel\u00b7l\u00edcula i que es desmotiva.<\/p>\n

Un curr\u00edculum en condicions hauria de donar als docents una guia de continguts assequibles que impartir<\/strong>, indicant-ne la temporitzaci\u00f3 per trimestres i cursos. Hauria de contextualitzar els sabers o continguts en \u00edtems tangibles i essencials per a una educaci\u00f3 que formi persones, no el precariat del tecnocapitalisme digital. Qu\u00e8 menys que tenir una eina \u00fatil en aquest sentit. Calen uns m\u00ednims que ens facin de guia amb un ordre i una perspectiva, que ens facilitin i simplifiquin la feina. Perqu\u00e8 si no, passa una cosa de la qual ja ens prevenia Rabelais al Pantagruel <\/em>tan \u00abaviat\u00bb com al segle XVI: “ci\u00e8ncia sense consci\u00e8ncia \u00e9s la ru\u00efna de l’\u00e0nima<\/em>“. O de l’escola p\u00fablica…<\/p>\n

El m\u00e9s incre\u00efble \u00e9s que el curr\u00edculum \u00e9s pitjor per poc pr\u00e0ctic (ironies de la vida) que per incomprensible. Conec una professora que treballa a un institut on els fan avaluar per compet\u00e8ncies “de veritat”. Ha de tenir en compte uns 36 indicadors (9 compet\u00e8ncies multiplicades per 4 indicadors per cadascuna) per a cada activitat i decidir quins d’aquests quatre, cinc o sis ens encaixen amb el que vol fer per avaluar-ho. Torna a casa esgotada de dedicar-se a coses que no tenen res a veure amb perfeccionar la manera en qu\u00e8 ensenyem o en millorar els nostres coneixements sobre la nostra especialitat.<\/p>\n

Amb l’aparen\u00e7a de crear una Th\u00e9l\u00e8me, han dissenyat un monestir escol\u00e0stic regit pel principi d’autoritat competencial. De la utopia de Th\u00e9l\u00e8me hem de retenir com de bonic i especial \u00e9s apropar-se al saber de forma desinteressada, precisament, de la practicitat neoliberal.<\/p>\n

\n

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

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

A Gargantua i Pantagruel, l’humanista franc\u00e8s Fran\u00e7ois Rabelais va imaginar un temple de la saviesa: era l’abadia de Th\u00e9l\u00e8me, un enorme complex prove\u00eft de tot all\u00f2 necessari per a aprendre totes les disciplines amb enormes biblioteques i on no hi havia rellotges, en oposici\u00f3 al dogmatisme i les ordenances dels monestirs medievals.<\/p>\n","protected":false},"author":4,"featured_media":21368,"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":[402,307,2028],"class_list":["post-21375","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-curriculum-ca","tag-lomloe-ca","tag-theleme-ca"],"yoast_head":"\nPer a qu\u00e8 serveix un curr\u00edculum (i per a qu\u00e8 no) - Educational Evidence<\/title>\n<meta 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