{"id":21512,"date":"2024-10-31T09:21:33","date_gmt":"2024-10-31T08:21:33","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=21512"},"modified":"2024-11-07T09:40:41","modified_gmt":"2024-11-07T08:40:41","slug":"la-instruccio-publica-segons-jovellanos","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-instruccio-publica-segons-jovellanos\/","title":{"rendered":"La instrucci\u00f3 p\u00fablica segons Jovellanos"},"content":{"rendered":"

La instrucci\u00f3 p\u00fablica segons Jovellanos<\/h1>\n
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Francisco de Goya y Lucientes – Gaspar Melchor de Jovellanos. \/ Wikimedia<\/figcaption><\/figure>\n

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

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 <\/p>\n

Andreu Navarra<\/strong><\/a><\/p>\n

 <\/p>\n

Desterrat a Mallorca, el 1802, Gaspar Melchor de Jovellanos<\/strong><\/a>, l’escriptor i projectista m\u00e9s important de la nostra Il\u00b7lustraci\u00f3, va escriure una Mem\u00f2ria sobre educaci\u00f3 p\u00fablica<\/em> de continguts encara sorprenents: \u201cLa instrucci\u00f3 que trastorna els principis m\u00e9s certs, la que desconeix totes les veritats m\u00e9s santes, la que sost\u00e9 i propaga els errors m\u00e9s funestos, aquesta \u00e9s la que al\u00b7lucina, extravia i corromp els pobles. Per\u00f2 aquesta no anomenar\u00e9 jo instrucci\u00f3, sin\u00f3 deliri. La bona i s\u00f2lida instrucci\u00f3 \u00e9s el seu ant\u00eddot; i aquesta sola \u00e9s capa\u00e7 de resistir el seu contagi i oposar un dic als seus estralls; aquesta sola ha de reparar all\u00f2 que aquella destrueix, i aquesta sola \u00e9s l’\u00fanic recurs que pot salvar de la mort i desolaci\u00f3 els pobles contagiats per aquella. La ignor\u00e0ncia els far\u00e0 la seva v\u00edctima, la bona instrucci\u00f3 els salvar\u00e0 tard o d’hora; perqu\u00e8 el domini de l’error no pot ser estable ni durador; per\u00f2 l’imperi de la veritat ser\u00e0 etern com ella\u201d. Ja ho veiem: una instrucci\u00f3 dissolvent i fals\u00e0ria pot destruir un pa\u00eds<\/strong>, i nom\u00e9s l’ant\u00eddot de la solidesa racional i l’esfor\u00e7 col\u00b7lectiu sostingut el podr\u00e0 reconstruir.<\/p>\n

Un t\u00f2pic habitual de l’apolog\u00e8tica de l’educaci\u00f3 competencial o lomloista \u00e9s el que rebaixa la import\u00e0ncia de l’educaci\u00f3 formal per exaltar \u201cl’educaci\u00f3 de la vida\u201c<\/strong> o l’aprenentatge espontani que, diuen, es produeix fora de les aules. Es tracta d’una de les postveritats<\/em> m\u00e9s preocupants del pedagogisme, ja que tanca el cam\u00ed del pensament teor\u00e8tic a tot aquell alumnat que no gaudeixi d’avantatges intel\u00b7lectuals a casa seva. Escrivia Jovellanos, el 1802: \u201cLa instrucci\u00f3 adquirida per aquest mitj\u00e0 de comunicaci\u00f3 casual \u00e9s merament pr\u00e0ctica. Ning\u00fa per ell no podr\u00e0 pujar fins a aquelles veritats te\u00f2riques que constitueixen els veritables coneixements; ning\u00fa per ell no s’ha fet fins ara ge\u00f2metra, mec\u00e0nic ni astr\u00f2nom. I ara b\u00e9, amb aquesta sola instrucci\u00f3, a quants errors no estaria exposat el general, el magistrat, el pilot, el maquinista i l’arquitecte?\u201d. Ho tenen clar les nostres autoritats educatives? O continuaran enfonsant l’alumnat m\u00e9s necessitat de coneixements estructurats a les castes m\u00e9s baixes de la nova societat tecnofeudal i neoestamental?<\/p>\n

El 1956, l’historiador Miguel Artola<\/strong> va assenyalar que un dels trets fonamentals del pensament de Jovellanos, i per extensi\u00f3 el de tot fil\u00f2sof il\u00b7lustrat, era l’extensi\u00f3 de la universalitat jur\u00eddica<\/strong>. A la societat de l’antic r\u00e8gim, un dels trets de la \u201csocietat estamental\u201d era \u201cla possessi\u00f3 d’un estatut jur\u00eddic, fet que suposa la desigualtat davant la llei, el pluralisme jur\u00eddic\u201d. Per aix\u00f2 la LOMLOE \u00e9s tan aberrant, tan antiil\u00b7lustrada, perqu\u00e8 es proposa impedir que l’alumnat no privilegiat superi l’estat del saber \u00fatil i superficial<\/strong>, reservant per a una exigua elit econ\u00f2mica l’excepcionalitat intel\u00b7lectual: l’acc\u00e9s a la cultura i a la ci\u00e8ncia avan\u00e7ada, l’exempci\u00f3 a trav\u00e9s del pagament de quotes segregadores o de matriculaci\u00f3 a centres de titularitat estrangera, on l’elit t\u00e9 acc\u00e9s a oradors, filosofia, literatura i economia, relegant la majoria social al consum de succedanis digitals de qualitat \u00ednfima i sense contingut racional. El pobre ha d’educar les seves emocions, \u201cempoderant-se\u201d com si l’escola fos un llibre d’autoajuda, mentre l’emancipaci\u00f3 ciutadana nom\u00e9s els podran assolir els fills d’una minoria exigua.<\/strong><\/p>\n

Escrivia Artola, el 1956: \u201cTot el programa educatiu, tot l’esfor\u00e7 cultural i tota la influ\u00e8ncia pol\u00edtica dels il\u00b7lustrats estan projectats cap a la realitzaci\u00f3 de la reforma, que en termes moderns es designa com a tr\u00e0nsit de la societat estamental a la societat classista\u201d . A la societat tecnofeudal, no hi ha res a reformar. Tot ho han solucionat ja cinc empreses imperi que han salvat la Humanitat i l’han traslladat a un estat de felicitat immillorable. Les utopies ja s’han complert o estan a tocar: dubtar-ne o resistir-se a la integraci\u00f3 \u00e9s un acte d’obscurantisme retr\u00f2grad o ludisme su\u00efcida.<\/p>\n

L’educaci\u00f3 \u201cclassista\u201d (la \u201cmeritocr\u00e0cia\u201d tan odiosa entre la pseudoesquerra desinformada) era dolenta, per\u00f2\u2026 ho \u00e9s millor l’estamental, una altra vegada?<\/strong> Qu\u00e8 pot aportar als ciutadans de dem\u00e0 el conformisme absolut, la naturalesa religiosa de l’Homo economicus<\/em>, nom\u00e9s amb els somnis de portar algun dia una vida de milionari oci\u00f3s? El sistema ja s’encarrega de tant en tant de triar a l’atzar una nul\u00b7litat i regar-la amb milions d’euros o d\u00f2lars: aix\u00ed els milions d’alienats poden continuar pensant que sense cap estudi, esfor\u00e7 o activitat conegut un podr\u00e0 accedir a la utopia daurada, el parad\u00eds de la visibilitat infinita. L’argot competencial, com l’Escol\u00e0stica cap al 1750, \u00e9s un nou laberint carcerari, una neollengua de domini que es retroalimenta de realisme absolut. Per\u00f2 la realitat desmenteix aquestes utopies socials i les desemmascara.<\/p>\n

Escrivia Jovellanos, el 1802: \u201cLes fonts de la prosperitat social seran moltes; per\u00f2 totes neixen d’un mateix origen, i aquest origen \u00e9s la instrucci\u00f3 p\u00fablica… Ella \u00e9s la matriu, la primera font que proveeix aquestes fonts… Amb la instrucci\u00f3, tot es millora i floreix; sense ella, tot decau i s’arru\u00efna en un Estat\u201d. Amb una facilitat incre\u00efble han aconseguit conv\u00e8ncer-nos que l’\u00fanica font de riquesa \u00e9s la riquesa de i per a l’altre, el mann\u00e0 que esperem prendre si ens integrem als dispositius digitals, que s\u00f3n maquin\u00e0ries de concentrar capital i rendes, purs engranatges extractius al servei d’un imperi transterritorial i desmaterialitzat. Per\u00f2 la mineria no \u00e9s la nostra prosperitat. Els seus privilegis tenen molt a veure amb la nostra mendicitat, amb les esquerdes a les parets de les nostres escoles.<\/p>\n

Ens hem tornat a ficar, volunt\u00e0riament, mitjan\u00e7ant les revolucions competencials, en un nou Antic R\u00e8gim, estamentalment ordenat<\/strong>. Els malsons propis d’una societat incapa\u00e7 d’organitzar-se, cuidar i crear no trigaran a arribar-hi per a quedar-se i disparar els nivells de malestar. Ha passat a Fran\u00e7a, ha passat als Estats Units. Per\u00f2 va arribar un moment en qu\u00e8 ni els mateixos absolutistes van creure que sense el programa liberal podrien mantenir algun tipus de vertebraci\u00f3 social o progr\u00e9s. Quan va resultar possible consolidar els valors democr\u00e0tics i prestacionals pactats, les elits van decidir curtcircuitar el motor de la instrucci\u00f3 p\u00fablica per tornar a degenerar. El que sembla incre\u00efble \u00e9s que amb les dades reals dels resultats catastr\u00f2fics d’aquesta revoluci\u00f3 neoliberal a la m\u00e0 alg\u00fa segueixi creient a les utopies estupiditzants dels nostres pol\u00edtics.<\/p>\n

\n

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

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

La instrucci\u00f3 p\u00fablica segons Jovellanos Llic\u00e8ncia Creative Commons   Andreu Navarra   Desterrat a Mallorca, el 1802, Gaspar Melchor de Jovellanos, l’escriptor i projectista m\u00e9s important de la nostra Il\u00b7lustraci\u00f3, va escriure una Mem\u00f2ria sobre educaci\u00f3 p\u00fablica de continguts encara sorprenents: \u201cLa instrucci\u00f3 que trastorna els principis m\u00e9s certs, la que desconeix totes les veritats […]<\/p>\n","protected":false},"author":4,"featured_media":21487,"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":[232],"tags":[2056,2055],"class_list":["post-21512","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-humanitats","tag-gaspar-melchor-de-jovellanos-ca","tag-instruccio-publica"],"yoast_head":"\nLa instrucci\u00f3 p\u00fablica segons Jovellanos - 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