Xavier Jov\u00e9 Massana<\/strong><\/a><\/p>\n <\/p>\n
El passat mes de desembre em va arribar per correu electr\u00f2nic l\u2019anunci d\u2019un curset de formaci\u00f3 adre\u00e7at als docents<\/strong> que treballem en l\u2019\u00e0mbit de l\u2019educaci\u00f3 de persones adultes. Com que la missiva va fer cap al meu compte XTEC, \u00e9s a dir, al compte de correu corporatiu que tenim tots els docents adscrits al Departament d\u2019Educaci\u00f3, imagino que es va enviar a alguna base de dades on figurem tots aquells que impartim doc\u00e8ncia en un CFA (Centre de Formaci\u00f3 d\u2019Adults). Cal pensar, doncs, que, tot i que el nostre departament no era el remitent del missatge, va participar en la seva difusi\u00f3. El remitent era un organisme de la Universitat de Barcelona anomenat IDP<\/strong> (Institut de Desenvolupament Professional), que, vet ac\u00ed, \u00e9s el nom actual de l\u2019antic Institut de Ci\u00e8ncies de l\u2019Educaci\u00f3. El missatge de correu electr\u00f2nic contenia un enlla\u00e7 que et portava a una descripci\u00f3 del curset estructurada en els termes usuals (objectius, continguts, metodologia…). Al final de la descripci\u00f3 s\u2019indicava que el Departament d\u2019Educaci\u00f3 i Formaci\u00f3 Professional era coorganitzador del curset, i que la seva certificaci\u00f3 seria v\u00e0lida (als habituals efectes d\u2019obtenci\u00f3 de punts) en ulteriors concursos o convocat\u00f2ries del Departament.<\/p>\nNo \u00e9s aqu\u00ed el meu objectiu analitzar els prop\u00f2sits d\u2019aquest curs de 20 hores. Per alguns conceptes m\u00e9s o menys intel\u00b7ligibles que consten en la descripci\u00f3 (aprenentatge globalitzat<\/em>, perfil competencial<\/em>, situaci\u00f3 d\u2019aprenentatge<\/em>, transformaci\u00f3 metodol\u00f2gica<\/em>), es tractaria de fomentar l\u2019aplicaci\u00f3, en l\u2019ensenyament d\u2019adults, del conegut cat\u00e0leg de receptes pedagogistes que, com a hores d\u2019ara tothom sap, en altres nivells ja han condu\u00eft el sistema educatiu catal\u00e0 a un grau d\u2019excel\u00b7l\u00e8ncia in\u00e8dit, confirmat una vegada i una altra en totes les proves externes que miren d\u2019avaluar-lo. No; m\u00e9s que en cap prop\u00f2sit, ara vull centrar-me en un enorme desprop\u00f2sit: el que constitueix l\u2019esmentat text de presentaci\u00f3 del curset. I el cert \u00e9s que dir text<\/em> ja \u00e9s aqu\u00ed un acte de generositat, perqu\u00e8 aquest enfilall de paraules a qu\u00e8 em refereixo no compleix cap de les conegudes propietats textuals: ni coher\u00e8ncia, ni cohesi\u00f3, ni correcci\u00f3, ni res. La veritat \u00e9s que \u00e9s dif\u00edcil, en no gaire m\u00e9s de 3.000 car\u00e0cters, acumular tants disbarats ling\u00fc\u00edstics<\/strong>: incoher\u00e8ncies sint\u00e0ctiques ofensives, de tan greus; nonsense<\/em> conceptual generat per la incompet\u00e8ncia expressiva manifesta; simples errors en el picat (gloabalitzat<\/em>); redund\u00e0ncia i mera repetici\u00f3 de sintagmes; problemes diversos d\u2019ortotipografia (puntuaci\u00f3, ap\u00f2strofs, maj\u00fascules i min\u00fascules…); errors de concordan\u00e7a (an\u00e0lisi propi<\/em>, canvis pedag\u00f2giques<\/em>); \u00fas inadequat del zeugma; determinants possessius amb posse\u00efdor desconegut; desconeixement de les normes ortogr\u00e0fiques quant a l\u2019\u00fas de prefixos (co-disenyar<\/em>, co-creaci\u00f3<\/em>, co-construcci\u00f3<\/em>); pobresa l\u00e8xica; rid\u00edculs abusos sem\u00e0ntics (dinamitzar l\u2019inter\u00e8s<\/em>); problemes permanents amb les preposicions, per mancan\u00e7a o per \u00fas erroni; incongru\u00e8ncies en la presentaci\u00f3 de certes dades; en resum, un atemptat agressiu i sense pietat a la gram\u00e0tica i, no cal dir-ho, a cap noci\u00f3 d\u2019estil en l\u2019escriptura. Ah, i com a cirereta del past\u00eds, la pres\u00e8ncia estarrufada de mots i expressions d\u2019un argot pseudocient\u00edfic a qu\u00e8, tradicionalment, tan afeccionada \u00e9s la pedagocr\u00e0cia: model competencial d\u2019alumne<\/em>; nous rols dels estaments<\/em>; metacognici\u00f3<\/em>…<\/p>\nAquesta \u00e9s la situaci\u00f3, la realitat objectiva: la Universitat de Barcelona i el Departament d\u2019Educaci\u00f3 s\u2019adrecen a un determinat col\u00b7lectiu docent mitjan\u00e7ant un escrit il\u00b7legible i absolutament impropi des de qualsevol punt de vista. Personalment, i com a ciutad\u00e0, em sento escandalitzat; com a fil\u00f2leg, em sento indignat; per\u00f2, com a potencial receptor del curset en q\u00fcesti\u00f3, em sento insultat, com si em tractessin d\u2019imb\u00e8cil, ni m\u00e9s ni menys. Com pot ser, em pregunto afligit, que institucions com la Universitat de Barcelona, la meva estimada alma mater<\/em>, i el Departament d\u2019Educaci\u00f3, la casa comuna de nosaltres, els docents catalans, permetin que el seu nom es vegi esquitxat i maculat per escrits d\u2019aquesta naturalesa? Que quedi clar que la meva no \u00e9s una cr\u00edtica ad hominem<\/em>. No s\u00e9 qui ha perpetrat aquest no-text ni m\u2019interessa saber-ho. El que critico no \u00e9s una an\u00e8cdota, sin\u00f3 un estat de coses. Critico una deixadesa expressiva, un menyspreu de la gram\u00e0tica que no \u00e9s sin\u00f3 una de les branques del menyspreu general envers els coneixements que, des de fa ja d\u00e8cades, promou la pseudopedagogia de model constructivista<\/strong>, tristament hegem\u00f2nica a casa nostra. Despr\u00e9s ens queixarem, entre altres mancances, del nivell de comprensi\u00f3 lectora i de compet\u00e8ncia expressiva dels alumnes catalans. Per\u00f2, per favor, podr\u00edem ja dir clarament des de quines inst\u00e0ncies interessades es fomenta, aquesta ignor\u00e0ncia? \u00abDes de les facultats de pedagogia\u00bb, \u00e9s la resposta que, en veu baixa, tothom, fa anys, dona. Podr\u00edem ja manifestar-ho clarament i que s\u2019obri un debat p\u00fablic sobre la funci\u00f3 d\u2019aquestes facultats i d\u2019aquests instituts i organismes afins?<\/p>\nLa formaci\u00f3 de persones adultes \u00e9s un sector on encara \u00e9s possible practicar obertament el sentit com\u00fa educatiu \u2014dic obertament<\/em> perqu\u00e8 em consta que, de portes de l\u2019aula endins, molts professors d\u2019institut tamb\u00e9 ho fan, mal que sigui de vegades de forma mig clandestina. I qu\u00e8 vol dir sentit com\u00fa educatiu<\/em>? Doncs que en una classe hi ha un docent que disposa d\u2019uns determinats coneixements i\/o compet\u00e8ncies<\/em>, i uns alumnes que s\u00f3n all\u00e0 per intentar adquirir-ne. El docent no t\u00e9 uns coneixements espec\u00edfics per casualitat, sin\u00f3 en virtut d\u2019uns estudis previs i d\u2019una experi\u00e8ncia professional. El docent d\u2019adults treballa sovint amb alumnes amb un recorregut vital ja m\u00e9s o menys llarg i una personalitat ja definida; en aquest sentit diguem-ne hum\u00e0<\/em>, pot parlar-se d\u2019un cert pla d\u2019igualtat entre docent i discent, i aix\u00f2 fa que la feina en aquest sector tingui unes particularitats que la diferencien de l\u2019ensenyan\u00e7a en altres nivells o etapes del sistema educatiu. Per\u00f2 aquest pla d\u2019igualtat en l\u2019aspecte hum\u00e0 t\u00e9 necess\u00e0riament, en l\u2019aspecte professional, uns l\u00edmits: la funci\u00f3 del docent i la del discent no s\u00f3n la mateixa. No es tracta de cap r\u00edgida jerarquia, per\u00f2 s\u00ed de responsabilitats diferenciades. Si en una aula, posem per cas, hi ha un docent i vint alumnes, all\u00ed no hi ha vint-i-una persones amb la mateixa responsabilitat, la mateixa funci\u00f3 social, les mateixes expectatives o el mateix poder de decisi\u00f3. I si un docent no es creu i no assumeix el rol<\/em> que li \u00e9s propi, dif\u00edcilment podr\u00e0 ser un bon professional.<\/p>\nEn el meu cas, com que soc fil\u00f2leg, ensenyo lleng\u00fces. Per norma general (sempre hi pot haver excepcions, qui diu que no?), d\u2019aquesta mat\u00e8ria en s\u00e9 m\u00e9s que els meus alumnes, i la meva responsabilitat \u00e9s conduir el seu aprenentatge pels mitjans que jo encerti a trobar m\u00e9s adequats \u2014b\u00e9, jo i els meus companys de centre, perqu\u00e8 tamb\u00e9 hi ha un component de treball en equip. Imaginem que, a classe de catal\u00e0, tinc un alumne que \u00e9s un ebenista jubilat al qual la llengua de Llull no se li dona gaire b\u00e9. Tinc una magn\u00edfica relaci\u00f3 personal amb ell, per\u00f2, quan li corregeixo una redacci\u00f3, acaba havent-hi tanta esmena de color vermell que li he de posar una nota baixa. Ara imaginem que jo m\u2019apunto a un taller de restauraci\u00f3 de mobles en un centre c\u00edvic i que all\u00ed em trobo, com a professor, el meu alumne ebenista jubilat. La nostra relaci\u00f3 personal encara millorar\u00e0, per\u00f2, en el taller, les nostres funcions, els nostres rols<\/em>, les nostres responsabilitats i les actituds que se\u2019n deriven, seran les mateixes que a l\u2019escola d\u2019adults? Si alg\u00fa creu que s\u00ed, que m\u2019expliqui per qu\u00e8. Jo despr\u00e9s li explicar\u00e9 per qu\u00e8 la Terra \u00e9s plana i quedarem en paus.<\/p>\nEn general, l\u2019alumnat dels CFA no \u00e9s enemic de la gram\u00e0tica ni es mostra reticent a estudiar-la. Ben al contrari: l\u2019alumne t\u00edpic d\u2019escola d\u2019adults \u00e9s for\u00e7a receptiu i, amb independ\u00e8ncia de la capacitat individual d\u2019aprenentatge, que \u00e9s variable, la seva actitud envers el coneixement, envers els sabers, \u00e9s positiva. Els coneixements: heus aqu\u00ed el que dona sentit al fet educatiu, que nom\u00e9s pot ser un \u00e8xit quan un mateix amor al coneixement vincula mestre i deixeble. Els coneixements s\u2019adquireixen i, despr\u00e9s, es consoliden, es recorden o s\u2019obliden. Tot dep\u00e8n de la traject\u00f2ria de cadasc\u00fa. Per\u00f2 el verdaderament important \u00e9s que s\u2019estimin, i aquesta \u00e9s la comesa principal de la instituci\u00f3 educativa. \u00d2bviament, cada persona t\u00e9 les seves inclinacions i s\u2019estimar\u00e0 un coneixement m\u00e9s te\u00f2ric o un de m\u00e9s pr\u00e0ctic, un de m\u00e9s tecnol\u00f2gic o un altre de m\u00e9s human\u00edstic, aquest m\u00e9s acad\u00e8mic o aquell m\u00e9s art\u00edstic. Per\u00f2 tot alumne t\u00e9 reservada dintre seu una petita parcel\u00b7la en la gran aventura humana del coneixement, i la missi\u00f3 de l\u2019escola, del sistema educatiu, \u00e9s revelar-la, desvetllar-ne l\u2019inter\u00e8s i, d\u2019aquesta manera, encaminar l\u2019educand cap a si mateix. Per aix\u00f2 determinats corrents pseudopedag\u00f2gics, caracteritzats per la seva aversi\u00f3 al coneixement,<\/strong> per la seva obsessi\u00f3 a accentuar com<\/em> s\u2019ha d\u2019ensenyar (cal alimentar la ind\u00fastria de la innovaci\u00f3<\/em> educativa) i a menysprear, a extirpar dels curr\u00edculums, qu\u00e8<\/em> s\u2019ha d\u2019ensenyar, nom\u00e9s poden conduir-nos al desastre educatiu<\/strong>. I no estic pas dient que el com<\/em> (la did\u00e0ctica) no sigui important, \u00e9s clar que ho \u00e9s; per\u00f2 aquesta usurpaci\u00f3 de la centralitat, en el fet educatiu, per part del com<\/em> en detriment del qu\u00e8<\/em>, aquest atemptat, altre cop, al sentit com\u00fa, \u00e9s el que explica que, des d\u2019interessos corporativistes que promouen la hiperinflaci\u00f3 del com<\/em>, es puguin generar escrits agramaticals i absurds i que, tr\u00e0gicament, tots h\u00e0gim ja normalitzat tanta barb\u00e0rie.<\/p>\nAls meus alumnes de l\u2019escola d\u2019adults, com dic, no els he de conv\u00e8ncer gaire de la utilitat de la gram\u00e0tica. Tanmateix, de vegades faig amb ells un exercici pr\u00e0ctic en aquest sentit. Consisteix a analitzar entre tots alguns missatges de correu electr\u00f2nic fraudulents d\u2019aquests que sovintegen i en els quals algun farsant se\u2019ns adre\u00e7a en nom d\u2019una entitat banc\u00e0ria o d\u2019un servei d\u2019inform\u00e0tica per fer-nos clicar sobre un enlla\u00e7 i estafar-nos. Invariablement, els estafadors no en saben prou, de gram\u00e0tica, i sempre els enxampem amb errors sint\u00e0ctics, ortogr\u00e0fics, l\u00e8xics o tipogr\u00e0fics que els delaten. D\u2019aquesta manera, puc acabar l\u2019exercici tot dient als alumnes: \u00abVeieu? La gram\u00e0tica no nom\u00e9s serveix per expressar-nos adequadament i per endre\u00e7ar les nostres idees. Tamb\u00e9 serveix per desemmascarar els impostors<\/strong> i perqu\u00e8 no caiguem en les seves enganyifes\u00bb.<\/p>\n
\nFont:\u00a0educational EVIDENCE<\/strong><\/p>\nDrets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"Aquesta \u00e9s la situaci\u00f3, la realitat objectiva: la Universitat de Barcelona i el Departament d\u2019Educaci\u00f3 s\u2019adrecen a un determinat col\u00b7lectiu docent mitjan\u00e7ant un escrit il\u00b7legible i absolutament impropi des de qualsevol punt de vista. Personalment, i com a ciutad\u00e0, em sento escandalitzat; com a fil\u00f2leg, em sento indignat.<\/p>\n","protected":false},"author":4,"featured_media":24252,"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":[2440,2446],"class_list":["post-24203","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-gramatica","tag-pseudopedagogia-ca"],"yoast_head":"\n
La gram\u00e0tica i els impostors - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Aquesta \u00e9s la situaci\u00f3, la realitat objectiva: la Universitat de Barcelona i el Departament d\u2019Educaci\u00f3 s\u2019adrecen a un determinat col\u00b7lectiu docent mitjan\u00e7ant un escrit il\u00b7legible i absolutament impropi des de qualsevol punt de vista. 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