{"id":25748,"date":"2025-03-11T09:19:01","date_gmt":"2025-03-11T08:19:01","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=25748"},"modified":"2025-03-11T09:19:15","modified_gmt":"2025-03-11T08:19:15","slug":"el-perfil-de-sortida-i-el-laberint-pedagogic","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/el-perfil-de-sortida-i-el-laberint-pedagogic\/","title":{"rendered":"El Perfil de sortida i el laberint pedag\u00f2gic"},"content":{"rendered":"

El Perfil de sortida i el laberint pedag\u00f2gic<\/h1>\n

Es pot garantir el dret a l’educaci\u00f3 en un sistema constru\u00eft sobre la incertesa?<\/p>\n

\"\"
Nicolas DEBRAY. \/ Pixabay<\/figcaption><\/figure>\n

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

\"\"<\/p>\n

 <\/p>\n

Miguel \u00c1ngel Tirado<\/strong><\/p>\n

 <\/p>\n

El Perfil de sortida, pedra angular de la LOMLOE, defineix l’\u00abacompliment competencial<\/strong>\u00bb que, segons el legislador, ha de modelar el pensament i la conducta del ciutad\u00e0 del segle XXI<\/strong> (1). En aquest marc normatiu, docents, alumnes i fam\u00edlies intenten orientar-se en un entramat de criteris d’avaluaci\u00f3, compet\u00e8ncies espec\u00edfiques, descriptors operatius i compet\u00e8ncies clau que configura un aut\u00e8ntic laberint pedag\u00f2gic.<\/p>\n

En aquest context, obtenir el t\u00edtol de Graduat ESO ja no dep\u00e8n d’aprovar mat\u00e8ries i demostrar coneixements concrets, sin\u00f3 d’assolir les compet\u00e8ncies fixades al Perfil de sortida (2). Tot i aix\u00f2, aquest enfocament planteja dubtes fonamentals: com s’avalua realment el seu \u00e8xit? I, sobretot, sobre quins fonaments pedag\u00f2gics<\/strong> s’ha constru\u00eft un sistema tan complex m\u00e9s ple d’aspiracions i intencions<\/strong> que d’aprenentatges?<\/p>\n

El mecanisme sembla senzill: cada docent valora els criteris d’avaluaci\u00f3 establerts al curr\u00edculum de la seva mat\u00e8ria activant aix\u00ed una xarxa de connexions entre elements curriculars. D’aquesta manera, mitjan\u00e7ant la superaci\u00f3 d’un criteri l’estudiant desenvolupa una compet\u00e8ncia espec\u00edfica, que li permet assolir descriptors operatius<\/strong> de diferents compet\u00e8ncies clau del Perfil de sortida. De la mateixa manera que en pr\u00e9mer un interruptor s’enc\u00e9n una llum gr\u00e0cies al cablejat invisible que es canalitza per les parets, l’avaluaci\u00f3 positiva dels criteris d’avaluaci\u00f3 il\u00b7lumina el cam\u00ed cap al perfil de sortida del ciutad\u00e0 del futur.<\/p>\n

Un exemple il\u00b7lustra el funcionament d’aquesta colossal estructura pedag\u00f2gica. El professor d’educaci\u00f3 f\u00edsica avalua favorablement que un alumne ha aconseguit el criteri seg\u00fcent:<\/p>\n

\u201cParticipar en activitats fisicoesportives en entorns naturals terrestres o aqu\u00e0tics, gaudint de l’entorn de manera sostenible, minimitzant l’impacte ambiental que puguin produir, sent conscients de la seva empremta ecol\u00f2gica, i desenvolupant actuacions intencionades dirigides a la conservaci\u00f3 i millora de les condicions dels espais en qu\u00e8 es desenvolupin\u201d (3).<\/p>\n

Gr\u00e0cies a aquesta avaluaci\u00f3 positiva, l’estudiant desenvolupa la compet\u00e8ncia espec\u00edfica:<\/p>\n

“Adoptar un estil de vida sostenible i ecosocialment responsable aplicant mesures de seguretat individuals i col\u00b7lectives a la pr\u00e0ctica fisicoesportiva segons l’entorn i desenvolupant col\u00b7laborativament i cooperativament accions de servei a la comunitat vinculades a l’activitat f\u00edsica ia l’esport, per contribuir activament a la conservaci\u00f3 del medi natural i urb\u00e0” (4).<\/p>\n

Alhora, aquesta compet\u00e8ncia espec\u00edfica enc\u00e9n quatre descriptors operatius de tres compet\u00e8ncies clau diferents del Perfil de sortida: la Compet\u00e8ncia matem\u00e0tica i compet\u00e8ncia en ci\u00e8ncia, tecnologia i enginyeria (STEM5), la Compet\u00e8ncia ciutadana (CC4) i la Compet\u00e8ncia emprenedora (CE1 i CE3). Com a resultat d’aquest proc\u00e9s, l’estudiant, per exemple:<\/p>\n

Desenvolupa el proc\u00e9s de creaci\u00f3 d’idees i solucions valuoses i pren decisions, de manera raonada, utilitzant estrat\u00e8gies \u00e0gils de planificaci\u00f3 i gesti\u00f3, i reflexiona sobre el proc\u00e9s realitzat i el resultat obtingut, per dur a terme el proc\u00e9s de creaci\u00f3 de prototips innovadors i de valor, considerant l’experi\u00e8ncia com una oportunitat per aprendre\u201d. (CE3) (5).<\/p>\n

M\u00e9s enll\u00e0 de q\u00fcestionar el contingut d’aquests elements, cal preguntar-se: qui i com ha establert la relaci\u00f3 entre les compet\u00e8ncies espec\u00edfiques i els descriptors operatius? En quina investigaci\u00f3 s’ha basat per justificar les correlacions esmentades? O simplement han estat tra\u00e7ats a l’atzar?<\/p>\n

Per a guiar el professorat en aquest laberint pedag\u00f2gic, s’introdueix un instrument clau: les situacions d’aprenentatge<\/strong>, un eufemisme de l’aprenentatge basat en projectes, reptes o problemes, amb qu\u00e8 els docents suposadament aconseguiran les compet\u00e8ncies anhelades (6).<\/p>\n

Tot i aix\u00f2, falta un ingredient: els sabers b\u00e0sics<\/strong> que s’han d’integrar en aquestes situacions. Resulta revelador l’\u00fas del llenguatge en aquest cas: encara que la LOMLOE estableix a l’article 6 que els continguts formen part del curr\u00edculum, els decrets d’ensenyaments m\u00ednims substitueixen aquest terme per \u00absabers b\u00e0sics\u00bb. L’objectiu sembla clar: eliminar la paraula \u00abcontinguts\u00bb<\/strong> de la terminologia i la pr\u00e0ctica docent per a despla\u00e7ar el focus cap al desenvolupament de compet\u00e8ncies mitjan\u00e7ant situacions d’aprenentatge globalitzades, en comptes de centrar-se en l’ensenyament de conceptes, fets o habilitats de cada \u00e0rea de coneixement.<\/p>\n

\u00c9s sorprenent que cap d’aquests conceptes -Perfil de sortida, compet\u00e8ncies clau, compet\u00e8ncies espec\u00edfiques, descriptors operatius, sabers b\u00e0sics ni situacions d’aprenentatge- aparegui al text de la pr\u00f2pia LOMLOE. Aquesta estructura pedag\u00f2gica piramidal no es desenvolupa a la llei, sin\u00f3 als reials decrets que regulen l’educaci\u00f3 b\u00e0sica. \u00c9s a dir, el pilar sobre el qual se sost\u00e9 el sistema educatiu no est\u00e0 recollit a la llei que el regula<\/strong>. Seria com si una llei de tr\u00e0nsit no esment\u00e9s les normes de circulaci\u00f3, els l\u00edmits de velocitat o l’obligatorietat del cintur\u00f3 de seguretat, deixant-ho tot en mans de reglaments posteriors que poguessin redefinir les regles del joc segons convingui.<\/p>\n

En conclusi\u00f3, ens trobem davant d’una arquitectura normativa que, paradoxalment, se sost\u00e9 sobre una base que la llei no esmenta. Un disseny curricular que, lluny d’aportar claredat i rumb, alimenta el desconcert i l’ambig\u00fcitat. Mentrestant, el sistema avan\u00e7a, amb docents obligats a adaptar-se a una normativa difusa on les aspiracions pol\u00edtiques pesen m\u00e9s que les certeses pedag\u00f2giques.<\/p>\n

Per tot aix\u00f2, cal preguntar-se: es pot garantir el dret a l’educaci\u00f3 en un sistema constru\u00eft sobre la incertesa? Com afecta aquesta ambig\u00fcitat l’equitat educativa? I, m\u00e9s enll\u00e0 de compet\u00e8ncies i descriptors, ens hem oblidat de preguntar-nos quins coneixements essencials ha de transmetre l’escola en una societat democr\u00e0tica per formar ciutadans amb pensament cr\u00edtic?<\/p>\n

\n
Refer\u00e8ncies:\u00a0<\/strong><\/h6>\n
    \n
  1. L’article 11.2 del Real Decreto 217\/2022<\/a> de 29 de mar\u00e7, pel qual s’estableix l’ordenaci\u00f3 i els ensenyaments m\u00ednims de l’Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria determina que \u201cEl Perfil de sortida (…) Constitueix el referent \u00faltim de l’exercici competencial, tant en l’avaluaci\u00f3 de les diferents etapes i modalitats de la formaci\u00f3 b\u00e0sica, com per a la titulaci\u00f3 de Graduat en Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria\u201d.<\/li>\n
  2. L’article 17.1 Real Decreto 217\/2022<\/a>, estableix que: \u201cObtindran el t\u00edtol de Graduat en Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria els alumnes i les alumnes que, en acabar l’Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria, hagin adquirit, segons el parer de l’equip docent, les compet\u00e8ncies clau establertes al Perfil de sortida i aconseguit els objectius de l’etapa\u201d.<\/li>\n
  3. Criteri d’avaluaci\u00f3 n\u00famero 5.1 d’Educaci\u00f3 f\u00edsica, Cursos tercer a quart, Annex II, Real Decreto 217\/2022<\/a>.<\/li>\n
  4. Compet\u00e8ncia espec\u00edfica n\u00famero 5 d’Educaci\u00f3 f\u00edsica, Cursos tercer a quart, Annex II, Real Decreto 217\/2022<\/a>.<\/li>\n
  5. Descriptor operatiu 3 de la Compet\u00e8ncia emprenedora, Annex I, Real Decreto 217\/2022<\/a>.<\/li>\n
  6. Les situacions d’aprenentatge, enteses com a aprenentatge basat en projectes, reptes o problemes, es descriuen a l’annex III dels reials decrets d’ensenyaments m\u00ednims, el qual no t\u00e9 car\u00e0cter b\u00e0sic i, per tant, no \u00e9s de compliment obligat per a les comunitats aut\u00f2nomes.<\/li>\n<\/ol>\n
    \n

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

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

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