{"id":24855,"date":"2025-02-19T09:36:56","date_gmt":"2025-02-19T08:36:56","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=24855"},"modified":"2025-02-19T09:37:09","modified_gmt":"2025-02-19T08:37:09","slug":"la-demolicio-del-constructivisme-en-educacio","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-demolicio-del-constructivisme-en-educacio\/","title":{"rendered":"La demolici\u00f3 del constructivisme en educaci\u00f3"},"content":{"rendered":"

La demolici\u00f3 del constructivisme en educaci\u00f3<\/h1>\n
\"\"
Piaget, amb Pierre Bovet (primer pla a l’esquerra), a l’entrada de l’Institut Jean-Jacques Rousseau de la Universitat de Ginebra, 1925. \/ Wikimedia<\/figcaption><\/figure>\n

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

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

 <\/p>\n

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

 <\/p>\n

Avui dia les nostres lleis educatives defensen m\u00e9s els postulats rom\u00e0ntics de Rousseau<\/strong> que l’ensenyament estructurat de la transmissi\u00f3 de coneixements. Aquests plans estatals, i cada cop m\u00e9s sovint, es dissenyen des de despatxos allunyats de l’aula, per\u00f2 molt propers als anomenats desertors del guix.<\/p>\n

De fet, les lleis educatives espanyoles s\u00f3n fruit de la llibertat del constructivisme rom\u00e0ntic de Piaget que s’ha colat entre la majoria dels pol\u00edtics i assessors. Tot aix\u00f2 va sorgir en part de l’idealisme alemany del XVIII que va desembocar en la pedagogia progressista, la pedagogia de Clarap\u00e8de<\/strong>, el constructivisme de Piaget<\/strong>, la pedagogia Summerhill<\/strong>, la pedagogia de Tonucci<\/strong>, la pedagogia cr\u00edtica, les intel\u00b7lig\u00e8ncies m\u00faltiples, l’escola per projectes i l’avaluaci\u00f3 per compet\u00e8ncies que porten m\u00e9s de cent anys predicant la imaginaci\u00f3, la felicitat i la creativitat com a hip\u00f2tesis centrar d\u2019un aprenentatge espontani entre les criatures.<\/p>\n

Potser alguna de les anteriors hip\u00f2tesis educatives hagi funcionat localment a alguna escola, per\u00f2 ho va fer quan el sistema educatiu va tenir el vent a favor, \u00e9s a dir, quan alumnes, administraci\u00f3, terapeutes, fam\u00edlia i centre educatiu acreditaven un gran nivell de comprom\u00eds i coneixements efica\u00e7os. En altres paraules, tota innovaci\u00f3 funciona b\u00e9 entre els alumnes que ja aprovaven abans<\/strong>, per\u00f2 no treu del seu pou els que suspenien una vegada i una altra. Per tant, el gran problema de les pedagogies te\u00f2riques \u00e9s que, atenent al que s\u2019ha pogut observar, no aconsegueixen tenir \u00e8xit universal. Quan aquestes hip\u00f2tesis educatives han estat aplicades sota lleis nacionals no han redu\u00eft el desastre escolar, sin\u00f3 que l\u2019han han augmentat, i en aix\u00f2 el constructivisme a prim\u00e0ria i secund\u00e0ria ha assistit a la seva demolici\u00f3.<\/p>\n

Totes les pedagogies abans esmentades es defineixen com a innovadores acusant les did\u00e0ctiques actuals de nost\u00e0lgiques de l’EGB, per\u00f2 moltes d’aquestes pedagogies enyoren el sistema educatiu de la republicana del 36, o, i en part, de la Llei General d’Educaci\u00f3 de 1970. Donada tanta nost\u00e0lgia cal apartar-la \u00a0i promoure les estrat\u00e8gies educatives eficaces i deixar de confondre innovador amb millor, i pret\u00e8rit amb pitjor. Tot i aix\u00ed, les pedagogies te\u00f2riques continuen anomenant-se a si mateixes innovadores, encara que enfonsin les seves arrels en l’idealisme alemany del segle XVIII<\/strong>, en la posterior pedagogia progressista del XIX, en el seu hereu, el constructivisme d’inicis del XX, i en les escoles de l’extinta Rep\u00fablica espanyola. \u00c9s a dir, com a m\u00ednim tenen m\u00e9s de dos segles i per tant poc d’innovador hi ha. Nom\u00e9s un ignorant en hist\u00f2ria s’entestaria a anomenar innovadores les pedagogies te\u00f2riques. A m\u00e9s, no es tracta d\u00b4innovar el sistema educatiu, es tracta de millorar-lo amb pr\u00e0ctiques eficients.<\/p>\n

Malgrat tot aix\u00f2, avui dia est\u00e0 de moda parlar m\u00e9s d’educaci\u00f3 emocional i constructivisme, que no pas d’instrucci\u00f3 i adquisici\u00f3 de coneixements a llarg termini. Piaget, l’inventor del constructivisme, creia que els coneixements estaven de manera oculta en n\u00e9ixer el nen, per aix\u00f2 deia que educar no consisteix en omplir un got buit, sin\u00f3 en encendre un foc latent. Com sempre, aix\u00f2 sona molt b\u00e9, per\u00f2 no \u00e9s cert at\u00e8s que la ment d\u2019un recent nascut no posseeix la taula de multiplicar, ni la lectoescriptura<\/strong> ni tampoc tots els aven\u00e7os humans que puguem ensenyar des d’una bona escola. Per\u00f2 les creences de Piaget s’han tornat dogma a les nostres lleis i molts s\u00f3n els que repeteixen la seva salm\u00f2dia fins que una mentida repetida mil vegades convenci el m\u00e9s empirista i racional.<\/p>\n

Piaget afegia que quan ensenyem a un nen alguna cosa, li estem prohibint que ho descobreixi per si mateix<\/em>, afirmaci\u00f3 que torna a topar amb una greu falsedat, i \u00e9s que, si no li ensenyem l’antecedent, dif\u00edcilment ho aprendr\u00e0 i encara menys evitar\u00e0 els errors passats per avan\u00e7ar cap a nous i millors pensaments. Per aix\u00f2 esdevenen fonamentals els docents doctes transmissors del coneixement, una mica menyspreats pel Piaget i el seu constructivisme, i \u00e9s ben sabut que no hi ha transfer\u00e8ncia de coneixements sense coneixements<\/strong>. A m\u00e9s, a menys coneixements ensenyats i apresos, menor capacitat de l’alumne per adquirir duradorament nous i millors coneixements, de manera que el constructivisme provoca la demolici\u00f3 del sistema escolar i del propi constructivisme.<\/p>\n

De tota manera, el constructivisme pot funcionar entre aquells adults ben dotats de molts coneixements, ja que com m\u00e9s conceptes previs, m\u00e9s capacitat d’adquisici\u00f3 de nous. El problema \u00e9s que a prim\u00e0ria i secund\u00e0ria la cosa no \u00e9s aix\u00ed. Els aprenents no han adquirit encara aquesta capacitat. En definitiva, que el docte pot aprendre de manera constructivista en tenir molts sabers, per\u00f2 l’aprenent no, perqu\u00e8 n\u2019est\u00e0 mancat. L’expert pot construir nous coneixements, per\u00f2 el principiant els ha d’aprendre<\/strong>. A m\u00e9s, si l’alumne procedeix d’una fam\u00edlia amb pocs coneixements, l’\u00fanica manera d’igualar-se amb els companys de pares m\u00e9s doctes \u00e9s una instrucci\u00f3 escolar amb una transmissi\u00f3 de coneixements rigorosos. L’equitat no vol dir rebaixar els continguts, l’equitat s’assoleix gr\u00e0cies a bons i cultes professors, no amb xerraires creients en el constructivisme.<\/p>\n

\n

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

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

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