{"id":24837,"date":"2025-02-13T12:06:57","date_gmt":"2025-02-13T11:06:57","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=24837"},"modified":"2025-02-14T13:23:53","modified_gmt":"2025-02-14T12:23:53","slug":"mestres-renovacio-i-avantguarda-pedagogica-a-catalunya","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/mestres-renovacio-i-avantguarda-pedagogica-a-catalunya\/","title":{"rendered":"Mestres, renovaci\u00f3 i avantguarda pedag\u00f2gica a Catalunya"},"content":{"rendered":"

Mestres, renovaci\u00f3 i avantguarda pedag\u00f2gica a Catalunya<\/em><\/h1>\n
\"\"
Edicions de 1984<\/figcaption><\/figure>\n

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

Reinterpretem el relat sobre l’educaci\u00f3<\/h2>\n

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

 <\/p>\n

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

 <\/p>\n

Buscava un llibre sobre el tema i el t\u00edtol d’aquest en quadrava molt. Ferran Aisa ofereix un passeig per les principals pedagogies i models d’escola a Catalunya entre el segle XIX i el final del franquisme. El llibre \u00e9s molt abundant en detalls i alhora \u00e9s sint\u00e8tic perqu\u00e8 en poques p\u00e0gines esbossa un retrat molt prec\u00eds de qu\u00e8 pretenien aquests moviments avantguardistes educatius.<\/p>\n

Era una \u00e8poca que demanava a crits una renovaci\u00f3 pedag\u00f2gica: calia construir una escola oberta als obrers, democr\u00e0tica, mixta, en catal\u00e0 i que acab\u00e9s amb els dogmatismes acient\u00edfics, la segregaci\u00f3 de classe, les supersticions religioses, els c\u00e0stigs f\u00edsics i l’escol\u00e0stica. Calia una educaci\u00f3 dels continguts, de la ci\u00e8ncia, de la creativitat i de la llibertat de c\u00e0tedra<\/strong>. L’abs\u00e8ncia quasi total de l’estat en l’educaci\u00f3 va donar lloc a una amalgama de pedagogies experimentals al caliu de les escoles lliures i del professorat il\u00b7lustrat; algunes m\u00e9s encertades que d’altres.<\/p>\n

Crida l’atenci\u00f3 l’Escola Neutra<\/strong>, de tend\u00e8ncia anarquista i basada en el rebuig del racionalisme<\/strong> i de les tend\u00e8ncies metaf\u00edsiques i teleol\u00f2giques del marxisme. Defensava un q\u00fcestionament radical de la construcci\u00f3 de la realitat i s’oposava al positivisme de Ferrer i Gu\u00e0rdia i de l’escola racional. En aix\u00f2 m’ha semblat veure una connexi\u00f3 amb certs debats educatius actuals en relaci\u00f3 a la intrusi\u00f3 de la divinitzaci\u00f3 de la t\u00e8cnica. M\u00e9s sornegueres resulten les p\u00e0gines sobre l’Institut Escola<\/strong> de la Rep\u00fablica, sense premis, c\u00e0stigs, qualificacions ni ex\u00e0mens. No falten l’Escola del Bosc de Montju\u00efc, l’Escola del Mar a la Barceloneta, el conseller\u00a0 republic\u00e0 Ventura Gassol, els mestres revolucionaris durant la guerra i els resistents durant la dictadura de Franco.<\/p>\n

El llibre relata, en suma, la gran batalla dels moviments obreristes dels \u00faltims dos segles: portar l’educaci\u00f3 als fills dels treballadors (ara, amb El 47<\/em> veiem l’aportaci\u00f3 del comunisme en la construcci\u00f3 de la nostra democr\u00e0cia). Actualment l’educaci\u00f3 \u00e9s un dret garantit per l’estat. Fins a la Segona Rep\u00fablica resulta clarivident fins a quin punt no ho era pas. Malgrat els dur\u00edssims cops que ha rebut, hi \u00e9s. Per\u00f2 est\u00e0 garantit el coneixement?<\/strong> Aix\u00f2 \u00e9s ben diferent. Jo crec que pel cam\u00ed ens hem oblidat d’un ingredient: per als avantguardistes dels segles XIX i XX de qu\u00e8 parla Aisa, l’objectiu ulterior de portar l’educaci\u00f3 a tothom \u2013independentment del seu origen econ\u00f2mic\u2013 era emancipar<\/strong>. Era el seu nexe com\u00fa malgrat les difer\u00e8ncies ideol\u00f2giques.<\/p>\n

Llegint aquest llibre he tingut la sensaci\u00f3 que al professorat ens han robat el relat<\/strong>. El relat de com Rosa Sensat, Jaume Bofill i tants altres docents de tend\u00e8ncies liberals, anarquistes o comunistes van contribuir a edificar la nostra vict\u00f2ria il\u00b7lustrada col\u00b7lectiva: una educaci\u00f3 p\u00fablica oberta a tothom. Les fundacions que porten el seu nom, en canvi, els utilitzen per a difondre un innovacionisme nihilista, com si l’obsessi\u00f3 dels mestres republicans hagu\u00e9s estat innovar i la Instituci\u00f3n Libre de Ense\u00f1anza<\/em>, un hub social (sic).<\/p>\n

En els nostres dies una suposada esquerra docent i pol\u00edtica creu que l’objectiu de l’educaci\u00f3 \u00e9s innovar, make students happy again<\/em> i ser xupiguais en xarxes socials, quan el que hauria de fer \u00e9s defensar una educaci\u00f3 p\u00fablica que tingu\u00e9s clara la seva missi\u00f3: emancipar, ent\u00e8s com introduir pensament cr\u00edtic, que \u00e9s una conseq\u00fc\u00e8ncia directament derivada de la indispensable transmissi\u00f3 de coneixements<\/strong>. I crec que part de la resposta \u00e9s una q\u00fcesti\u00f3 de relat. Unes elits tecnol\u00f2giques i econ\u00f2miques han canviat el relat dels qui haurien de ser els referents de la finalitat social de l’escola pel dels Elon Musk de l’educaci\u00f3 2.0. Ens han desposse\u00eft de potents referents que creien en les paraules de Gramsci: universalitzar l’educaci\u00f3 de la classe dominant.<\/p>\n

En la nostra \u00e8poca no hem de fundar escoles alternatives i ateneus obrers perqu\u00e8 l’estat ja proporciona una educaci\u00f3 p\u00fablica. Ara som el sistema i una pota indispensable de l’estat del benestar. Som el comprom\u00eds hist\u00f2ric. No dic ja l’esquerra, sin\u00f3 totes les forces democr\u00e0tiques, haurien de defensar a capa i espasa l’escola p\u00fablica contra les forces reaccion\u00e0ries neoliberals<\/strong> que la volen desmembrar i amb ella, l’estat, la cultura i la tradici\u00f3 humanista en aquesta pulsi\u00f3 anarcocapitalista que sembla ser el signe de l’\u00e8poca. Perqu\u00e8 si no, estarem atrapats en la nostra major conquesta<\/strong>, que se’ns ha capgirat i s’ha tornat la pres\u00f3 necess\u00e0ria perqu\u00e8 la classe dominant vagi a escoles segregades que funcionen sense tot aquest innovacionisme.<\/p>\n

Deia Hannah Arendt que la funci\u00f3 de l’escola \u00e9s conservar un llegat. Jo crec fermament que cal desconfiar molt de les innovacions i fiar-nos molt m\u00e9s dels cl\u00e0ssics; Aisa deixa clar fins a quin punt l’escola avantguardista catalana era, abans de tot, una escola il\u00b7lustrada ancorada als cl\u00e0ssics. Podem estar ben orgullosos de les avantguardes educatives catalanes que van portar l’educaci\u00f3 als fills dels ning\u00fa en una \u00e8poca en qu\u00e8 el poder no s’interessava per ells. Per\u00f2 no perguem de vista que ho feien per a combatre la mediocritat pol\u00edtica del sistema de la Restauraci\u00f3 i perqu\u00e8 creien en la igualtat d’oportunitats<\/strong> i en l’emancipaci\u00f3 humana<\/strong>. I no en innovar per innovar.<\/p>\n

Tant de bo que quan s’escrigui el cap\u00edtol de les avantguardes pedag\u00f2giques catalanes del segle XXI, aquest tracti sobre aquells que van plantar cara a la intrusi\u00f3 obscena del mercat, al posthumanisme tecnol\u00f2gic i als pedagogistes sobrats d’idees noves que abans de ser dites ja semblen caduques.<\/p>\n

\n

T\u00edtol:<\/strong> Mestres, renovaci\u00f3 i avantguarda pedag\u00f2gica a Catalunya<\/em><\/a><\/span><\/p>\n

Autor:<\/strong> Ferran Aisa<\/p>\n

ISBN: 978-84-92440-13-9<\/p>\n

Editorial<\/strong>: Edicions de 1984<\/p>\n

Idioma:<\/strong> Catal\u00e0<\/p>\n

Nombre de p\u00e0gines:<\/strong> 238<\/p>\n

Data de publicaci\u00f3:<\/strong> 2007<\/p>\n

\n

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

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

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