{"id":24492,"date":"2025-02-10T08:47:40","date_gmt":"2025-02-10T07:47:40","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=24492"},"modified":"2025-02-11T09:16:17","modified_gmt":"2025-02-11T08:16:17","slug":"ambits-per-a-que","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/ambits-per-a-que\/","title":{"rendered":"\u00c0mbits, per a qu\u00e8?"},"content":{"rendered":"

\u00c0mbits, per a qu\u00e8?<\/h1>\n

Els \u00e0mbits s\u00f3n un sargit que intenta reparar les destrosses provocades per les successives reformes educatives<\/p>\n

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Imatge creada mitjan\u00e7ant IA.<\/figcaption><\/figure>\n

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

\"\"<\/p>\n

 <\/p>\n

Josep Oton<\/strong><\/p>\n

 <\/p>\n

Una sent\u00e8ncia del Tribunal Superior de Just\u00edcia de Catalunya acaba de donar la ra\u00f3 al sindicat Professors de Secund\u00e0ria (ASPEPC\u00b7SPS)<\/strong><\/a><\/span> en el seu recurs contra el Decret 171\/2022<\/strong> de la Generalitat que permetia implantar els \u00e0mbits en el Batxillerat.<\/strong><\/p>\n

Segons l\u2019art. 24.1 de la LOMLOE<\/strong>, \u201clas mat\u00e8ries dels cursos primer a tercer de l’etapa (ESO) es podran agrupar en \u00e0mbits\u201d. En la legislaci\u00f3 anterior (LOMCE) aquesta possibilitat es limitava a 1r d’ESO, per a facilitar el pas dels alumnes de prim\u00e0ria a la secund\u00e0ria, per\u00f2 la LOMLOE el va estendre fins a 3r d’ESO<\/strong>.<\/p>\n

A Val\u00e8ncia<\/strong>, el govern auton\u00f2mic va canviar el car\u00e0cter opcional per l’obligatori. \u201cL’agrupaci\u00f3 per \u00e0mbits de coneixement ha d’aplicar-se per al primer curs de l’etapa en tots els centres educatius sostinguts amb fons p\u00fablics degudament autoritzats.\u201d (Art. 11.3 del Decret 107\/2022 de la Comunitat Valenciana). La reacci\u00f3 del professorat, vehiculat a trav\u00e9s d’OCRE, va aconseguir tombar aquesta imposici\u00f3 sistem\u00e0tica dels \u00e0mbits<\/strong>.<\/p>\n

Per la seva part, la Generalitat de Catalunya<\/strong>, a trav\u00e9s dels decrets que regulen els curr\u00edculums de l’ESO i del Batxillerat, ha pret\u00e8s ampliar l’aplicaci\u00f3 dels \u00e0mbits fins a 4t d’ESO -que \u00e9s un curs de car\u00e0cter orientador- i, tamb\u00e9, en el Batxillerat<\/strong>. Gr\u00e0cies al recurs presentat pel sindicat Professors de Secund\u00e0ria (ASPEPC\u00b7SPS) aix\u00f2 ja no ser\u00e0 possible.<\/p>\n

Analitzem la q\u00fcesti\u00f3 dels \u00e0mbits. Es tracta de l’agrupaci\u00f3 de mat\u00e8ries afins impartides per un mateix docent<\/strong>. Segons el meu parer, aquest recurs pedag\u00f2gic obeeix a un triple prop\u00f2sit. D’una banda, si el nombre de docents que intervenen en un grup \u00e9s elevat, els alumnes tendeixen a dispersar-se. Per una altra, la transversalitat ofereix una visi\u00f3 del coneixement m\u00e9s pr\u00f2xima a la realitat i refor\u00e7a l’aprenentatge dels continguts de la pr\u00f2pia assignatura en abordar-los des d’una perspectiva complement\u00e0ria. Un tercer prop\u00f2sit: agrupar les mat\u00e8ries per \u00e0mbits serveix per a alliberar-nos de la cotilla de les classes de 60 minuts que impedeixen realitzar activitats que requereixen un major marge horari.<\/p>\n

Ara b\u00e9, si un docent amb doble titulaci\u00f3 o, pels motius que sigui, vol i pot impartir dues mat\u00e8ries en un mateix grup, el sistema ha de ser prou flexible com per a permetre-ho. A m\u00e9s, per a quadrar horaris a vegades \u00e9s necessari rec\u00f3rrer a un mateix docent per a impartir mat\u00e8ries diferents a les de la seva especialitat. No obstant aix\u00f2, es tracta d’excepcions que no legitimen la imposici\u00f3 dels \u00e0mbits, presentats com una panacea per al sistema educatiu<\/strong> amb la subtil promesa que milloraran els resultats de l’alumnat.<\/p>\n

Amb els \u00e0mbits de la LOMLOE es pret\u00e9n reduir el nombre de docents assignats a un grup, per\u00f2 aix\u00f2 ja s’aconseguia quan la c\u00e0rrega hor\u00e0ria de les mat\u00e8ries era superior. Aix\u00ed es redu\u00efa la suposada dispersi\u00f3 de l’alumnat , per\u00f2 tamb\u00e9 el propi professorat millorava la seva dedicaci\u00f3 impartint mat\u00e8ries en menys grups i nivells i, en conseq\u00fc\u00e8ncia, amb menys alumnes en total. Encara que es mantinguessin les mateixes hores de doc\u00e8ncia, en dedicar-les a un nombre menor de grups, els resultats tendeixen a millorar.<\/p>\n

La LOGSE va inaugurar la retallada d’hores per assignatura<\/strong>. La LOMLOE ha continuat amb aquesta poda sistem\u00e0tica. Aquestes lleis han generat un problema amb les seves microassignatures. Tant els alumnes com el professorat en surten perjudicats. Han creat una disfunci\u00f3 i ara pretenen esmenar-la amb la introducci\u00f3 dels \u00e0mbits, un aut\u00e8ntic peda\u00e7.<\/p>\n

Aix\u00ed mateix, abans de la LOGSE, en els instituts catalans existia la possibilitat de fer desdoblaments en assignatures com la Hist\u00f2ria, la qual cosa es coneixia com les \u201chores B\u201d<\/strong>. Una hora a la setmana, el grup-classe es dividia en dos. Mentre uns treballaven continguts m\u00e9s pr\u00e0ctics o procedimentals de Geografia i Hist\u00f2ria, l’altra meitat, per exemple, anava al laboratori de Ci\u00e8ncies Naturals.<\/p>\n

Les \u201chores B\u201d no eren un vestigi de la LGE de 1970. Va ser un aven\u00e7 dels anys 80 que la LOGSE es va encarregar de liquidar. Si ara es compt\u00e9s amb aquest recurs, es podrien optimitzar les hores de doc\u00e8ncia. Amb aquesta organitzaci\u00f3 hor\u00e0ria seria possible implementar, en una dosi m\u00e9s que raonable, millores pedag\u00f2giques: la codoc\u00e8ncia, la transversalitat, les activitats manipulatives i col\u00b7laboratives\u2026 No obstant aix\u00f2, la LOGSE, i ara la LOMLOE, han sabotejat aquest marge de flexibilitat reduint les hores per assignatura i eliminant recursos com les \u201chores B\u201d en determinades mat\u00e8ries.<\/p>\n

Aix\u00ed mateix, per a realitzar activitats interdisciplin\u00e0ries \u00e9s imprescindible comen\u00e7ar per tenir una bona base de la pr\u00f2pia disciplina. A alg\u00fa se li ocorreria fer ling\u00fc\u00edstica comparada o exercicis de traducci\u00f3 sense con\u00e8ixer a fons un idioma? Per tant, en b\u00e9 de la transversalitat cal enfortir l’estructura de la pr\u00f2pia mat\u00e8ria. Per a aix\u00f2, s\u00f3n indispensables els departaments did\u00e0ctics. Tanmateix, es tendeix a bandejar-los de l’organigrama dels centres. Llavors, sense hores per a la reuni\u00f3 de departament, sense reducci\u00f3 per a la seva coordinaci\u00f3 i sense professorat especialista resulta impossible afrontar el repte de la interdisciplinarietat.<\/p>\n

A m\u00e9s, la imposici\u00f3 dels \u00e0mbits obliga el professorat a impartir mat\u00e8ries que no s\u00f3n de la seva especialitat<\/strong>. Aix\u00f2, per descomptat, va en contra de la qualitat de la doc\u00e8ncia.<\/p>\n

En definitiva, els \u00e0mbits s\u00f3n un sargit que intenta reparar les destrosses provocades per les successives reformes educatives. Un remei que provoca nous problemes. Felicitem els serveis jur\u00eddics del sindicat Professors de Secund\u00e0ria<\/strong> per aquest \u00e8xit judicial que marca una l\u00ednia vermella i millorar\u00e0 sens dubte la qualitat de l’ensenyament.<\/p>\n

\n

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

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

Una sent\u00e8ncia del Tribunal Superior de Just\u00edcia de Catalunya acaba de donar la ra\u00f3 al sindicat Professors de Secund\u00e0ria (ASPEPC\u00b7SPS) en el seu recurs contra el Decret 171\/2022 de la Generalitat que permetia implantar els \u00e0mbits en el Batxillerat.<\/p>\n","protected":false},"author":4,"featured_media":24509,"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":[2486,2491,312,307,1943],"class_list":["post-24492","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-ambits","tag-aspepcsps-ca","tag-batxillerat","tag-lomloe-ca","tag-secundaria-ca"],"yoast_head":"\n\u00c0mbits, per a qu\u00e8? - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Una sent\u00e8ncia del Tribunal Superior de Just\u00edcia de Catalunya acaba de donar la ra\u00f3 al sindicat Professors de Secund\u00e0ria (ASPEPC\u00b7SPS) en el seu recurs contra el Decret 171\/2022 de la Generalitat que permetia implantar els \u00e0mbits en el Batxillerat.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/ambits-per-a-que\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u00c0mbits, per a qu\u00e8? 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