{"id":26004,"date":"2025-03-20T08:51:07","date_gmt":"2025-03-20T07:51:07","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=26004"},"modified":"2025-03-20T08:51:23","modified_gmt":"2025-03-20T07:51:23","slug":"podria-hegel-guanyar-unes-oposicions","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/podria-hegel-guanyar-unes-oposicions\/","title":{"rendered":"Podria Hegel guanyar unes oposicions?"},"content":{"rendered":"

Podria Hegel guanyar unes oposicions?<\/h1>\n
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1831 Schlesinger Philosoph Georg Friedrich Wilhelm Hegel anagoria. \/ Wikimedia<\/figcaption><\/figure>\n

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

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 <\/p>\n

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

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A totes les s\u00e8ries d’intriga pol\u00edtica que es passin com a tal sempre hi ha un personatge que diu a qui mana all\u00f2 que vol escoltar. La literatura, des d’Esop fins a V\u00e1zquez Montalb\u00e1n, n’est\u00e0 plagada. A la intriga de la vida real, que de vegades supera la ficci\u00f3, el poder sempre ha tingut a b\u00e9 els aduladors. Per\u00f2 als westerns, els afalagadors i aprofitats que van all\u00e0 on es couen les faves s\u00f3n castigats per la seva mediocritat moral i la seva abs\u00e8ncia de capacitat cr\u00edtica<\/strong>. Pobres d’ells si es troben amb Clint Eastwood.<\/p>\n

El governant intel\u00b7ligent, ja ens adverteix Maquiavel<\/strong>, \u00e9s aquell que sap envoltar-se de qui discretament l’avisa de les seves mancances. L’Antic R\u00e8gim va col\u00b7lapsar, entre altres motius, perqu\u00e8 era incapa\u00e7 de reformar-se; no sabia \u2013ni podia, institucionalment parlant\u2013 encaixar la cr\u00edtica sist\u00e8mica que la Il\u00b7lustraci\u00f3 li adre\u00e7ava.<\/p>\n

La teoria pol\u00edtica en va prendre nota. Aix\u00ed, la filosofia de l’estat de dret liberal reivindica el funcionariat<\/strong> perqu\u00e8 considera que hi ha aspectes de l’estat que han de continuar l\u00f2giques pr\u00f2pies i que no poden estar a merc\u00e8 dels canvis de govern. Els jutges, els funcionaris d’hisenda, la policia i per descomptat el professorat<\/strong> \u2013entre molts altres\u2013 no poden ser escollits, substitu\u00efts o coaccionats per criteris pol\u00edtics. Quan aix\u00f2 \u00faltim ha passat \u2013i est\u00e0 passant ara amb els sicaris d’Elon Musk als Estats Units\u2013, hem entrat en episodis foscos i dictatorials del nostre passat recent. La democr\u00e0cia liberal \u00e9s estable en tant que els aduladors no s\u00f3n els encarregats de fer funcionar els serveis p\u00fablics, sin\u00f3 la gent formada i objectivament apta per a l’exercici d’unes determinades funcions. \u00c9s el fonament del republicanisme, de la cosa p\u00fablica.<\/p>\n

Aquesta pretesa objectivitat, que t\u00e9 un component intersubjectiu legitimat per l’encreuament d’experi\u00e8ncies, sempre s’ha tradu\u00eft en una s\u00e8rie de proves que avaluaven els coneixements i les capacitats de l’aspirant. La mala not\u00edcia \u00e9s que a les oposicions d’educaci\u00f3<\/strong> aix\u00f2 ha canviat: si b\u00e9 hi ha una prova te\u00f2rica que continua anant en la mateixa l\u00ednia de sempre \u2013demostrar coneixements te\u00f2rics\u2013, la prova pr\u00e0ctica, que consisteix en l’elaboraci\u00f3 i defensa d’una programaci\u00f3 did\u00e0ctica, s’ha transformat en un teatre<\/strong> on es coreografien les principals sigles i esl\u00f2gans del pedagogisme.<\/p>\n

Els formadors ho diuen obertament; al tribunal, cal dir-los les paraules m\u00e0giques: DUA, compet\u00e8ncies, ODS, digital, emprenedoria, globalitzaci\u00f3, personalitzaci\u00f3, gamificaci\u00f3, aprendre a aprendre…<\/strong> No poden faltar. S\u00f3n expressions molts cops allunyades de la did\u00e0ctica del dia a dia que no van orientades a avaluar l’experi\u00e8ncia i el coneixement de l’especialitat. Avaluen, en canvi, l’adhesi\u00f3 de l’aspirant a una narrativa. Podr\u00edem entrar a analitzar els intr\u00ednsecs d’aquesta narrativa: jo no dubtaria a qualificar-la de neoliberal. Tanmateix, m\u00e9s enll\u00e0 d’aix\u00f2, el m\u00e9s greu \u00e9s senzillament el fet que s’avalu\u00ef l’adhesi\u00f3 a una narrativa qualsevol.<\/p>\n

Als aspirants, sols els queda la via de repetir aquestes paraules, d’escenificar discursos m\u00e9s propis d’un grup de coaching<\/em> de Silicon Valley que d’una aula<\/strong>. I molts cops ning\u00fa sap qu\u00e8 s’est\u00e0 dient realment: ni l’aspirant, ni el tribunal que l’escolta. Un exemple real: la definici\u00f3 d’avaluaci\u00f3 “formadora” i “formativa” que em van donar al m\u00e0ster era totalment distinta a la qual em van donar a l’acad\u00e8mia. Per\u00f2 sembla que \u00e9s igual.<\/p>\n

Ens hem plegat a inundar les oposicions d’una terminologia que, fent-se passar molts cops per cient\u00edfica i t\u00e8cnica, suposa la destrucci\u00f3 de la intersubjectivitat objectivant que dona legitimat p\u00fablica al procediment de reclutar nous funcionaris, pel fet que el contingut exposat no compta amb prou transpar\u00e8ncia cient\u00edfica ni amb una tradici\u00f3 funcionarial basada en la pr\u00e0ctica.<\/p>\n

Tot plegat no vol dir que no puguem introduir canvis. El problema \u00e9s que aquests canvis han mancat de di\u00e0leg amb el professorat<\/strong> i que tenen aires d’experimentaci\u00f3; el 2015, l’UNESCO glorificava l’\u00fas dels dispositius m\u00f2bils a l’aula; ara s’ha fet enrere i recomana erradicar-los[1]<\/sup><\/a>. Per aix\u00f2 l’educaci\u00f3 \u00e9s un terreny on s’ha de ser conservador<\/strong>; ho deia alg\u00fa tan poc sospit\u00f3s de ser ideol\u00f2gicament conservador com Antonio Gramsci<\/strong>. Ens hem conformat amb aquesta farsa, s\u00edmbol de la perversi\u00f3 d’un sistema educatiu p\u00f2stum que ha deixat de creure en ell mateix[2]<\/sup><\/a>. Arribats a aquest punt, conv\u00e9 recordar Hegel<\/strong> a la seva Filosofia del Dret <\/em>(1820) quan escriu:<\/p>\n

“El despotisme significa un estat de coses en qu\u00e8 ha desaparegut la llei i on la voluntat particular com a tal, d’un monarca o d’una multitud, compten com a llei, o m\u00e9s b\u00e9, assumeix el paper de la llei. \u00c9s precisament el fet que tot en l’estat \u00e9s fix i segur el que constitueix un baluard contra el capritx i l’opini\u00f3 dogm\u00e0tica”.<\/em>[3]<\/strong><\/sup><\/em><\/a><\/p>\n

Per a Hegel, el benestar p\u00fablic ha de dependre d’un funcionariat independent. Quan el paper simb\u00f2lic de la llei \u00e9s assumit per criteris forans als interessos de l’administraci\u00f3 p\u00fablica (interessos mercantilistes de fundacions que patrocinen aquests canvis narratius i materials), o quan el poder pol\u00edtic imposa criteris que \u2013crec que no \u00e9s exagerat dir\u2013 han transformat completament el que tradicionalment havia estat la professi\u00f3 docent, el funcionariat entra en crisi. I amb ell, la teoria de l’estat de dret<\/strong>. Avui el poder \u00e9s refinat en l’emmotllament del funcionariat: s\u00f3n canvis l\u00edquids, sibil\u00b7lins, discursius, orientats a sembrar la confusi\u00f3, per\u00f2 tremendament efectius. Per cert: les audi\u00e8ncies a les oposicions s\u00f3n p\u00fabliques perqu\u00e8 qualsevol ciutad\u00e0 t\u00e9 dret de saber com l’estat es perpetua a ell mateix en una l\u00f2gica p\u00fablica que hauria de ser transparent i coneguda.<\/p>\n

Un apunt final: si com diu ara la ministra Pilar Alegr\u00eda<\/strong>, els docents hauran d’avaluar l’autoestima del seu alumnat junt amb els seus coneixements sobre la mat\u00e8ria, ja podem anar pagant l’esquela de la meritocr\u00e0cia republicana. Perqu\u00e8 un estat que s’entrega en tal manera a les narratives i a les subjectivitats est\u00e0 en fallida p\u00fablica. El nostre particular il\u00b7liberalisme educatiu t\u00e9 m\u00fasica progressista.<\/p>\n

___<\/p>\n

[1]<\/sup><\/a> “El Futuro del aprendizaje 3: \u00bfQu\u00e9 tipo de pedagog\u00edas se necesitan para el siglo XXI?” (2015) VS “Global education monitoring report, 2023: technology in education: a tool on whose terms?” (2023)<\/p>\n

[2]<\/sup><\/a> Com escrivia fa pocs dies Xavier Mass\u00f3, aquesta no \u00e9s ni de bon tros l’\u00fanica farsa d’aquest carnestoltes educatiu: https:\/\/educationalevidence.com\/elogio-del-hipocrita-sympathy-for-the-devil\/<\/p>\n

[3]<\/sup><\/a> He tradu\u00eft el text de Historia de la teor\u00eda pol\u00edtica<\/em>, de George H. Sabine. Les cursives s\u00f3n meves.<\/p>\n

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