{"id":25848,"date":"2025-03-13T09:20:02","date_gmt":"2025-03-13T08:20:02","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=25848"},"modified":"2025-03-13T09:20:15","modified_gmt":"2025-03-13T08:20:15","slug":"mes-pedagogia-quina-pedagogia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/mes-pedagogia-quina-pedagogia\/","title":{"rendered":"M\u00e9s pedagogia? Quina pedagogia?"},"content":{"rendered":"

M\u00e9s pedagogia? Quina pedagogia?<\/h1>\n
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L’aprenentatge basat en projectes \u00e9s contraproduent per a l’alumnat que no t\u00e9 un coneixement profund del tema que cal estudiar. \/ Foto: Gerd Altmann. \/ Pixabay<\/figcaption><\/figure>\n

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

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Paco Ben\u00edtez<\/strong><\/a><\/p>\n

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\u201cEl pecat original de l’educaci\u00f3 progressista \u00e9s que ha estat molt m\u00e9s preocupada per definir-se a si mateixa en oposici\u00f3 a l’escola tradicional que per crear una alternativa educativa consistent. S’ha deixat portar per la idea que tot all\u00f2 que s’opos\u00e9s a l’escola tradicional era bo, per\u00f2 no \u00e9s bo jugar ni amb l’autoritat del mestre ni amb la dels continguts\u201d<\/em><\/p>\n

(John Dewey<\/strong>, pedagog, psic\u00f2leg i fil\u00f2sof nord-americ\u00e0, 1859-1952)<\/p>\n

Recentment en un article<\/a> de la professora de la Facultat d’Educaci\u00f3 de la Universitat de M\u00farcia, Maria del Mar S\u00e1nchez Vera<\/strong>, i en els debats del #claustrovirtual en xarxes socials, es torna a insistir en la necessitat que el col\u00b7lectiu docent rebi una major formaci\u00f3 pedag\u00f2gica, arribant-se fins i tot a plantejar la necessitat que existeixi un grau universitari en educaci\u00f3 secund\u00e0ria que substitueixi el grau de les disciplines especialitzades que formen les diverses mat\u00e8ries, com hist\u00f2ria, biologia, qu\u00edmica, matem\u00e0tiques, etc. Per aix\u00f2, a l’article s’afirma que \u201curgeix replantejar-nos la formaci\u00f3 pedag\u00f2gica inicial i cont\u00ednua del professorat<\/strong>, perqu\u00e8 no sigui nom\u00e9s un requisit, sin\u00f3 una base imprescindible sobre la qual construir una doc\u00e8ncia de qualitat que no deixi ning\u00fa enrere\u201d.<\/p>\n

Davant d’aquesta afirmaci\u00f3, el primer que he de dir \u00e9s que no hi podria estar m\u00e9s d’acord. Per\u00f2 el problema \u00e9s el tipus de formaci\u00f3 que rep el professorat actualment. Perqu\u00e8 quan s’afirma que \u201cno deixa de ser curi\u00f3s, si no paradoxal, que se’ns contracti per ensenyar per\u00f2 no se’ns prepari adequadament per fer-ho\u201d, torno a estar completament d’acord amb l’afirmaci\u00f3, per\u00f2 la clau hauria d’estar que \u201cse’ns prepari\u201d b\u00e9<\/strong>, \u00e9s a dir, d’acord amb les evid\u00e8ncies cient\u00edfiques i emp\u00edriques sobre els m\u00e8todes i t\u00e8cniques m\u00e9s efectives per afavorir l\u2019aprenentatge de l\u2019alumnat..<\/p>\n

La formaci\u00f3 actual que reben els futurs docents a les facultats d’educaci\u00f3<\/strong> massa vegades va en contra d’aquestes evid\u00e8ncies; per exemple, al M\u00e0ster de Formaci\u00f3 del Professorat de la UNED (i lamentablement no \u00e9s l’\u00fanic exemple d’universitat p\u00fablica que difon aquests mites educatius) s’han de llegir lectures amb afirmacions com que \u201cla finalitat de l’aprenentatge personalitzat \u00e9s fugir de la classe magistral<\/strong> dissenyant formes d’aprenentatge basades en projectes\u201d que \u201cels alumnes han de seleccionar el tipus d’experi\u00e8ncies que desitgin\u201d, que \u201cs\u2019ha d\u2019animar l\u2019alumnat a agafar el control del seu propi aprenentatge\u201d, que \u201chi ha \u201cuna contraposici\u00f3 entre coneixement i la capacitat per crear i generar idees\u201d, i que cal fomentar els \u201ccurr\u00edculums flexibles\u201d i els \u201cplans electr\u00f2nics d’aprenentatge personal\u201d. Totes aquestes afirmacions s\u00f3n err\u00f2nies davant de l\u2019evid\u00e8ncia.<\/p>\n

Se segueix aprofundint i insistint en la falsa dicotomia entre coneixement i habilitats complexes<\/strong> com la creativitat, el pensament cr\u00edtic o la resoluci\u00f3 de problema, ja que est\u00e0 \u00e0mpliament demostrat que una va lligada a l’altra; \u00e9s a dir, la primera \u00e9s un prerequisit de la segona (Neuman et a<\/strong>l., 2014). A m\u00e9s, l’aprenentatge basat en projectes \u00e9s contraproduent per a l’alumnat que no t\u00e9 un coneixement profund del tema que cal estudiar i especialment per a l’alumnat procedent d’entorns desafavorits (Kirschner et al.<\/strong>, 2006; Alfieri et al<\/strong>., 2011). D’altra banda, els estudiants no acostumen a escollir el tipus d’activitats ni de continguts que els conv\u00e9 m\u00e9s per al seu aprenentatge (Carpenter et al<\/strong>., 2020); un curr\u00edculum homogeni, ric en continguts, estructurat de manera coherent i clar \u00e9s la garantia m\u00e9s gran per a la formaci\u00f3 de qualitat de l’alumnat i la igualtat d’oportunitats (Hirsch<\/strong>, 1987); i, finalment, els plans electr\u00f2nics d’aprenentatge personal estan basats en neuromites i no afavoreixen l’aprenentatge (Spitzer<\/strong>, 2013; Desmurget<\/strong>, 2020).<\/p>\n

\u00c9s curi\u00f3s (i paradoxal) com aquesta \u201cformaci\u00f3\u201d(?) del professorat est\u00e0 en conson\u00e0ncia amb els arguments d’aquells que a l’inici d’aquest article hem esmentat que advoquen per una major formaci\u00f3 pedag\u00f2gica. Segons les seves paraules, \u201chi ha docents que entenen la doc\u00e8ncia com una tasca secund\u00e0ria, i que assumeixen que les classes s\u00f3n b\u00e0sicament un mitj\u00e0 per transmetre continguts disciplinars, sense considerar que ensenyar requereix el desenvolupament d’habilitats espec\u00edfiques que van m\u00e9s enll\u00e0 del domini del contingut\u201d.<\/p>\n

Per qu\u00e8 aquesta insist\u00e8ncia constant a oposar-se al coneixement de l’alumne i del professor<\/strong>? Perqu\u00e8 tant en el cas de l’alumne com del professor el coneixement nom\u00e9s t\u00e9 efectes positius; en el cas de l’alumne, com m\u00e9s coneixement tingui, m\u00e9s capacitat d’aprenentatge futur tindr\u00e0, i en el cas del docent la investigaci\u00f3 demostra que el coneixement profund de la seva mat\u00e8ria \u00e9s el que t\u00e9 m\u00e9s impacte positiu en l’aprenentatge de l’alumnat (Coe et<\/strong> al., 2014; Berry et al<\/strong>., 2016). De fet, un alt domini de la mat\u00e8ria no est\u00e0 renyit amb tenir \u201chabilitats espec\u00edfiques\u201d per ensenyar la seva mat\u00e8ria, sin\u00f3 tot al contrari; com explica molt b\u00e9 Jordi Mart\u00ed<\/a><\/strong>, \u201cun coneixement profund de la mat\u00e8ria ens permet ser m\u00e9s creatius en el nostre ensenyament, [ja que] podem trobar formes innovadores de presentar el contingut, fer connexions inesperades entre conceptes i despertar la curiositat dels nostres estudiants\u201d.<\/p>\n

Perqu\u00e8 el que \u00e9s clar \u00e9s que als futurs mestres d’escola i als professors d’institut se’ls hauria d’ensenyar com funciona la mem\u00f2ria, les evid\u00e8ncies cient\u00edfiques que la psicologia cognitiva<\/strong> aporta sobre la manera com produeix l’aprenentatge, aix\u00ed com les pr\u00e0ctiques d’ensenyament m\u00e9s efectives en funci\u00f3 del tipus d’alumnat i de la disciplina acad\u00e8mica en q\u00fcesti\u00f3. Per\u00f2 molt em temo que la formaci\u00f3 permanent del professorat actual en molts casos \u00e9s contraproduent<\/strong> en aquest sentit, ja que no nom\u00e9s no ensenya pr\u00e0ctiques pedag\u00f2giques efectives avalades per la ci\u00e8ncia (arribant fins i tot a injuriar-les i ridiculitzar-les), sin\u00f3 que a m\u00e9s promociona o b\u00e9 les que no estan avalades per l’evid\u00e8ncia quant a la seva efectivitat (educaci\u00f3 socioemocional), o les que directament s\u00f3n contraproduents segons les mateixes evid\u00e8ncies cient\u00edfiques (com el ja esmentat ABP per a alumnat mancat de coneixements previs). I aix\u00ed es fa molt dif\u00edcil que el col\u00b7lectiu docent ens prenguem seriosament aquesta \u201cformaci\u00f3\u201d, perqu\u00e8 com a m\u00ednim ens \u201cresulta curiosa, si no paradoxal\u201d.<\/p>\n

Perqu\u00e8 en lloc d’aquesta obsessi\u00f3 pel com ensenyar des de cercles pedagogistes, incidint una vegada i una altra en la necessitat d’augmentar la \u201cformaci\u00f3 pedag\u00f2gica\u201d del professorat, segurament tamb\u00e9 vindria b\u00e9 obsessionar-se una mica m\u00e9s pel com aprendre<\/strong> (ci\u00e8ncia de l’aprenentatge), cosa que vindria a ser un veritable enfocament centrat en l’alumne, ja que aix\u00ed en realitat ens estarem posant al lloc de l\u2019alumnat i podrem adaptar correctament\u00a0 el nostre ensenyament i les nostres t\u00e8cniques a l’aula. Perqu\u00e8 el m\u00e8tode no \u00e9s un fi (tret que el teu prestigi entre la comunitat educativa es basi en defensar-ne un de determinat, com els passa a alguns \u201cinfluencers\u201d de l’educaci\u00f3), sin\u00f3 un mitj\u00e0 per produir aprenentatge.<\/p>\n

I si els m\u00e8todes que alguns ensenyen a les facultats de pedagogia contradiuen les evid\u00e8ncies que aporta la psicologia cognitiva, encara menys; perqu\u00e8 sense el coneixement dels processos cognitius humans el disseny instruccional es fa a cegues (Sweller et al.<\/strong>, 2011). Encara que es disfressi d\u2019enfocament centrat en l\u2019alumne, en realitat \u00e9s un enfocament centrat en el pedagog. Quan la formaci\u00f3 del professorat tingui en compte els conceptes de la cognici\u00f3 humana i aquesta sigui la base per a les actuacions que es duguin a terme a l’aula, els docents segurament comen\u00e7arem a interessar-nos molt m\u00e9s per adquirir m\u00e9s formaci\u00f3 pedag\u00f2gica. Mentre no sigui aix\u00ed, continuarem resistint l’afany pedagogista<\/strong>, principalment per responsabilitat individual i per no caure en la neglig\u00e8ncia professional.<\/p>\n

En comptes d’ensenyar com utilitzar el darrer dispositiu electr\u00f2nic\/digital o com aplicar l’\u00faltima ocurr\u00e8ncia metodol\u00f2gica, potser caldria comen\u00e7ar per ensenyar alguna cosa que fa milers d’anys que \u00e9s igual, que \u00e9s el nostre cervell i com aquest apr\u00e8n, com funciona la mem\u00f2ria, i no ignorar els grans i \u00fatils aven\u00e7os que ens aporta la psicologia cognitiva. El pedagogisme \u00e9s insaciable, vol controlar les creences del professorat, impactar en la seva identitat (cosa que \u00e9s molt dif\u00edcil de canviar), per\u00f2 la veritat \u00e9s que cada cop s’acumulen m\u00e9s evid\u00e8ncies que demostren les seves \u201cmagufades\u201d (discursos contraris al pensament cr\u00edtic i la ci\u00e8ncia): resultats nefastos a les proves de nivell internacionals (PISA, TIMSS, PIRLS<\/strong>); multiplicitat d\u2019evid\u00e8ncies emp\u00edriques d\u2019investigacions i cient\u00edfiques de la psicologia cognitiva; realitats com Michaela School<\/em> a Londres i les Charter Schools als EUA, on uns alts nivells d’exig\u00e8ncia acad\u00e8mics i de comportament fan que el seu alumnat majorit\u00e0riament d’origen socioecon\u00f2mic humil, immigrant i de minories \u00e8tniques tingui resultats superiors al de les escoles privades d’elit del seu entorn; a m\u00e9s de l’experi\u00e8ncia directa a l’aula, que fa que molts docents primerencs vegin de primera m\u00e0 la impossible aplicabilitat de les teories rebudes durant la \u201cformaci\u00f3 pedag\u00f2gica\u201d.<\/p>\n

Una bona pedagogia hauria de difondre bones pr\u00e0ctiques docents<\/strong> que puguin tenir un impacte positiu en l’alumnat, i sobretot no promoure idees i m\u00e8todes que facin malb\u00e9 l’alumnat d’entorn vulnerable, ja que els docents el que no volem \u00e9s \u201coblidar-nos dels que cauen\u201d. \u00c9s precisament all\u00e0 on ens dol, perqu\u00e8 observem di\u00e0riament a l’aula com s\u00f3n els alumnes procedents d’entorns desavantatjats els que no tenen el capital cultural intrafamiliar ni el capital econ\u00f2mic per suplir les mancances educatives i la manca de formaci\u00f3 rigorosa amb un curr\u00edculum ric en continguts a qu\u00e8 ens ha portat la pol\u00edtica educativa actual, que, per cert, est\u00e0 orientada per molts pedagogs que es presenten com defensors de l\u2019equitat. Aix\u00f2 s\u00ed que resulta tremendament \u201ccuri\u00f3s, si no paradoxal\u201d.<\/p>\n

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Refer\u00e8ncies:<\/strong><\/h6>\n

Alfieri, L., Brooks, P.J., Aldrich, N.J. and Tenenbaum, H.R. (2011). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 103<\/em> (1), 1-18.<\/p>\n

Berry, A., Depaepe, F. y Van Driel, J. (2016). Pedagogical content knowledge in teacher education. International Handbook of Teacher Education<\/em>: Volume 1, 347-386.<\/p>\n

Carpenter, S.K., Witherby, A.E. & Tauber, S.K. (2020). On Students\u2019 (Mis)judgments of Learning and Teaching Effectiveness. Journal of Applied Research in Memory and Cognition, 9<\/em>(2), 137-151.<\/p>\n

Coe, R., Aloisi, C., Higgins, S. y Elliot Major, L., (2014). What makes great teaching? Review of the underpinning research<\/em>. The Sutton Trust, Durham University.<\/p>\n

Desmurget, M. (2020). La f\u00e1brica de cretinos digitales. Los peligros de las pantallas para nuestros hijos<\/em>. Pen\u00ednsula: Barcelona.<\/p>\n

Hirsch, E.D. (1987). Cultural Literacy, What Every American Needs to Know<\/em>. Boston, MA. Houghton Mifflin Company.<\/p>\n

Kirschner, P., Sweller, J. & Clark, R. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-based, Experiential and Inquiry-based Teaching. Educational Psychologist, 41<\/em>(2), 75-86.<\/p>\n

Neuman, S.B., Kaefer, T. & Pinkham, A. (2014). Building Background Knowledge. The Reading Teacher, 68<\/em>(2), 145-148.<\/p>\n

Spitzer, M. (2013). Demencia digital. El peligro de las nuevas tecnolog\u00edas<\/em>. Ediciones B: Barcelona.<\/p>\n

Sweller, J., Ayers P., & Kalyuga, S. (2011). Cognitive load theory. <\/em>Springer.<\/p>\n

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M\u00e9s pedagogia? Quina pedagogia? Llic\u00e8ncia Creative Commons   Paco Ben\u00edtez   \u201cEl pecat original de l’educaci\u00f3 progressista \u00e9s que ha estat molt m\u00e9s preocupada per definir-se a si mateixa en oposici\u00f3 a l’escola tradicional que per crear una alternativa educativa consistent. S’ha deixat portar per la idea que tot all\u00f2 que s’opos\u00e9s a l’escola tradicional […]<\/p>\n","protected":false},"author":4,"featured_media":25884,"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":[1231,1463,2697,301,2696,594],"class_list":["post-25848","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-coneixement","tag-conocimiento-ca","tag-formacio-professorat","tag-pedagogia-ca","tag-practiques-docents","tag-psicologia-cognitiva-ca"],"yoast_head":"\nM\u00e9s pedagogia? 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