{"id":24150,"date":"2025-01-31T09:08:19","date_gmt":"2025-01-31T08:08:19","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=24150"},"modified":"2025-02-03T09:32:21","modified_gmt":"2025-02-03T08:32:21","slug":"innovacio-educativa-o-corrupcio-delictiva","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/innovacio-educativa-o-corrupcio-delictiva\/","title":{"rendered":"Innovaci\u00f3 educativa o corrupci\u00f3 delictiva"},"content":{"rendered":"

Innovaci\u00f3 educativa o corrupci\u00f3 delictiva<\/h1>\n
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Peggy und Marco Lachmann-Anke. \/ Pixabay<\/figcaption><\/figure>\n

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

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 <\/p>\n

David Rabad\u00e0<\/strong><\/a><\/p>\n

 <\/p>\n

Sovint em trobo en cursos magistrals que em diuen que no he de fer classes magistrals<\/strong>. Afegeixen que he d’innovar entre els meus alumnes sense que ells memoritzin. Aleshores \u00e9s quan pregunto com he d’ensenyar coneixements als meus alumnes innovant sense classes magistrals a memoritzar, i la resposta \u00e9s que he d’aplicar la innovadora educaci\u00f3 per compet\u00e8ncies<\/strong>, per\u00f2 no em detallen com. \u00c9s a dir, al final m’han venut qu\u00e8 fer sense explicar-me com fer-ho. Jo a aix\u00f2 ho anomeno simple i planament una estafa. Seria com anar al metge perqu\u00e8 et san\u00e9s i que aquest et digu\u00e9s que tu t’has de curar, per\u00f2 \u00f2bviament sense indicar-te una ter\u00e0pia, veuen l’estafa? Doncs aix\u00f2 fan els cursos amb classes magistrals que et diuen que no has de fer classes magistrals, per\u00f2 s\u00ed les compet\u00e8ncies.<\/p>\n

L’educaci\u00f3 per compet\u00e8ncies, i sense especialitats a avaluar, comporta una altra gran novetat, la detonaci\u00f3 de les notes num\u00e8riques<\/strong>. A Catalunya, per exemple, va comen\u00e7ar a aplicar-se a prim\u00e0ria durant el curs 2016-2017. Meritxell Ruiz, aleshores consellera d’ensenyament de la Generalitat de Catalunya, acusava Espanya d’educar amb un model del segle XIX mentre que Catalunya ja ho feia amb un del XXI, el de compet\u00e8ncies sense la memoritzaci\u00f3<\/strong> per mitj\u00e0. Aix\u00ed ho va afirmar per televisi\u00f3 el mar\u00e7 del 2017. Despr\u00e9s el 2019 la Conselleria d’Educaci\u00f3 va imposar l’avaluaci\u00f3 per compet\u00e8ncies com a innovaci\u00f3 a tots els centres, per\u00f2 aquesta ja havia estat proposada per la UNESCO el 1973<\/strong>, i per tant res del segle XXI. Tot i aix\u00ed, aquell model va ser implantat com a innovador i va comen\u00e7ar a reduir a Catalunya el pes de les especialitats. Despr\u00e9s la LOMLOE espanyola va plagiar el mateix el 2020 i les compet\u00e8ncies i la fi de la memoritzaci\u00f3 es va tornar met\u00e0stasi per tot el pa\u00eds. Ara ja no es valora la capacitat de memoritzar sin\u00f3 la capacitat de deambular.<\/p>\n

Un dels indicadors d’un bon ensenyament \u00e9s la capacitat de recordar idees, cosa que s’ha de fer amb esfor\u00e7 perqu\u00e8 s’instal\u00b7li a la nostra ment. Ara sense aquesta capacitat, el desastre d’aquesta educaci\u00f3 per compet\u00e8ncies est\u00e0 assegurat, cosa que ha deixat palesa l’informe PISA el 2023.<\/p>\n

Avui la pol\u00edtica nacional segueix cega a la realitat pensant que la no-memoritzaci\u00f3 \u00e9s una innovaci\u00f3 educativa. Malauradament poc t\u00e9 d’innovador ja que va ser plantejada a principis del segle XX per John Dewey<\/strong>, posteriorment introdu\u00efda per escola de La Rep\u00fablica als trenta, reflectida a l’escola franquista als seixanta pel ministre Villar Palas\u00ed<\/strong>, i avui dia escrita a les nostres lleis educatives des de la LOE del 2007 fins a la LOMLOE del 2020. I tot aix\u00f2 amb la paradoxa que el mateix Dewey plantejava ja per 1929, que el que est\u00e0 malament \u00e9s prendre una teoria i convertir-la en llei. En fi, que la no-memoritzaci\u00f3 porta temps entre nosaltres, i \u00e9s clar, sigui de l’esquerra o de la dreta, molts ni se’n recorden.<\/p>\n

Per\u00f2 no nom\u00e9s la pol\u00edtica pressiona per aquesta innovaci\u00f3 buida de continguts, sin\u00f3 que fins i tot molts docents estan conven\u00e7uts que porten fent molt de temps el mateix, memoritzar, i encara que sigui efica\u00e7, s’ha de canviar urgentment i innovar sigui com sigui. Aquesta convicci\u00f3 arriba fins a l’extrem de confondre all\u00f2 nou, i innovador, amb all\u00f2 bo, i all\u00f2 vell, i efica\u00e7, amb all\u00f2 dolent. Nom\u00e9s un ignorant s’obstinaria a anomenar millor nom\u00e9s all\u00f2 innovador, at\u00e8s que no es tracta d’innovar el sistema educatiu, es tracta de millorar-lo. Cremi vost\u00e8 la seva llar i ho haur\u00e0 innovat, per\u00f2 en el cas que cregui que ho ha millorat, no provoqui un incendi a casa dels altres. Aquest ha estat l’error de les pedagogies rom\u00e0ntiques, els ha semblat molt divertit organitzar unes falles valencianes en casa aliena, ja que \u00e9s m\u00e9s f\u00e0cil atacar i desprestigiar la did\u00e0ctica professional que substituir-la per pr\u00e0ctiques eficients. Amb la pedagogia passa que s’hi pot creure, per\u00f2 no en els seus xarlatans. Aquests, acomplexats per no ser cient\u00edfics, i la pedagogia no \u00e9s ci\u00e8ncia en no fer servir el m\u00e8tode cient\u00edfic, s’aferren a qualsevol cosa d’aparen\u00e7a cient\u00edfica per dotar-se de m\u00e9s credibilitat davant de la societat.<\/p>\n

Per\u00f2 alguna cosa flagrant est\u00e0 succeint darrerament, i amb l’estr\u00e8pit de la IA, on s’afirma que aquesta ha de ser qui ajudi els alumnes mancats de vocabulari, sintaxi i coneixements a expressar-se en abs\u00e8ncia de la seva ignor\u00e0ncia i no memoritzaci\u00f3. S’han acabat les redaccions i les seves correccions at\u00e8s que els xavals ja s’ho trobaran tot fet, mentre les empreses tecnol\u00f2giques obtenen els seus beneficis gr\u00e0cies al buit ignorant dels usuaris i l’aportaci\u00f3 de les dades personals. En aquesta l\u00ednia perversa tamb\u00e9 han proposat l’educaci\u00f3 h\u00edbrida entre docents i la IA<\/strong> sense aules i amb els alumnes connectats a Internet a casa. No dubto que el futur ens depara grans aven\u00e7os, i fins que ens introdueixin especialitats des d’una connexi\u00f3, desitjo que segura a les nostres ments, per\u00f2 predir el futur amb imposicions em sembla una temeritat. I \u00e9s que el futur \u00e9s incert per m\u00e9s que desitgem que passi alguna cosa.<\/p>\n

\u00c9s obvi que l’obsessi\u00f3 pel futur en la innovaci\u00f3 forma part de les quimeres del nostre sistema educatiu. Realment si es vol millorar l’educaci\u00f3 en el futur, cal no oblidar unes compet\u00e8ncies elementals, les de les assignatures instrumentals. Sense un domini ampli de la lectura, escriptura i el c\u00e0lcul ben memoritzat, \u00e9s impossible aprendre la resta dels coneixements i les seves compet\u00e8ncies. Les normes del c\u00e0lcul, escriptura i lectura no quedaran obsoletes davant de les compet\u00e8ncies del segle XXI, sin\u00f3 tot al contrari, seran m\u00e9s necess\u00e0ries que mai davant la vor\u00e0gine digital de la intel\u00b7lig\u00e8ncia artificial i altres facilitats en la redacci\u00f3 de treballs sense esfor\u00e7. S\u00ed que estem realment interessats a instruir els nostres alumnes per al seu futur cal oferir-los una llengua i unes matem\u00e0tiques ben estructurades. A partir d’elles podran llegir, aprendre i fer front a la resta de mat\u00e8ries del curr\u00edculum. Les innovacions i la intel\u00b7lig\u00e8ncia artificial no han esterilitzat la necessitat de llegir, escriure i memoritzar correctament.<\/p>\n

\n

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

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

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