{"id":26599,"date":"2025-04-02T09:35:32","date_gmt":"2025-04-02T07:35:32","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=26599"},"modified":"2025-04-02T09:35:47","modified_gmt":"2025-04-02T07:35:47","slug":"escola-publica-i-bananeig","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/escola-publica-i-bananeig\/","title":{"rendered":"Escola p\u00fablica i \u00abbananeig\u00bb"},"content":{"rendered":"

Escola P\u00fablica i \u00abbananeig\u00bb<\/h1>\n
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Imatge creada mitjan\u00e7ant IA<\/figcaption><\/figure>\n

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

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 <\/p>\n

Xavier Mass\u00f3<\/strong><\/a><\/p>\n

 <\/p>\n

Des dels primers temps de la LOGSE<\/strong> va quedar prou clar que mentre a l’escola p\u00fablica es procedia a la demolici\u00f3 de qualsevol criteri d’estructuraci\u00f3 acad\u00e8mic i se l’obligava a aplicar tota mena de ximpleries pedag\u00f2giques, amb la privada \u2013concertada o no-, se seguia en canvi la pol\u00edtica de fer ulls grossos amb total desvergonyiment. El contrast entre l’exc\u00e9s de zel, en un cas, i el no gens dissimulat laissez faire<\/em>, en l’altre, per part una inspecci\u00f3 reconvertida en gu\u00e0rdia pedag\u00f2gica militant<\/strong>, era i \u00e9s evident. I entenguem-ho b\u00e9: no \u00e9s tant un tracte de favor a la concertada, com de desfavor a la p\u00fablica, expl\u00edcit i descarat. Era imperatiu desestructurar-la, desvertebrar-la.<\/p>\n

Al seu torn, les reformes administratives oportunes van transmutar la funci\u00f3 de les direccions dels centres cap a un comissariat pol\u00edtic<\/strong>, el gaudi de les prebendes i eventuals opcions trepadores del qual passava per l’obedi\u00e8ncia cega a les consignes. En ser doncs a la pr\u00e0ctica la fidelitat ideol\u00f2gica l’\u00fanic criteri de selecci\u00f3 de \u00abquadres\u00bb, les direccions es van convertir en corretja de transmissi\u00f3 de consignes i se les va dotar d’amplis poders pel que fa a la designaci\u00f3 i creaci\u00f3 de places \u2013LEC i decrets d’autonomia, de direccions i de plantilles<\/strong>\u2013, procedint a una desfuncionaritzaci\u00f3 de facto<\/em> dels cossos docents de l\u2019ensenyament p\u00fablic catal\u00e0. El mateix pel que fa als projectes de direcci\u00f3 i educatius de centre, tota vegada que estiguin en sintonia amb la doctrina oficial; pel que fa a la resta, ca l\u2019ample. Hi ha hagut i hi ha honroses excepcions, certament, i en el seu honor cal dir-ho, per\u00f2 quan el funcionari perd la seva independ\u00e8ncia ideol\u00f2gica del poder pol\u00edtic, l’Administraci\u00f3 acostuma a omplir-se de pilotes i mediocres delerosos de fer-se agradosos als ulls dels seus superiors.<\/p>\n

S’hauria pogut optar per una consolidaci\u00f3 millorada del model anterior, amb la direcci\u00f3 triada pel claustre i ratificada pel consell escolar del centre, amb funcions de gesti\u00f3, administraci\u00f3 i coordinaci\u00f3, per\u00f2 amb les q\u00fcestions acad\u00e8miques a mans dels departaments did\u00e0ctics; o per la professionalitzaci\u00f3, creant un nou cos de funcionaris, com en el model franc\u00e8s, amb funcions id\u00e8ntiques a les del model anterior. Per\u00f2 no, es va optar per nostrada via del capat\u00e0s\/comissari pol\u00edtic i el tan esbombat com grotesc \u00ablideratge\u00bb pedag\u00f2gic<\/strong>. El mateix en el cas de la inspecci\u00f3 educativa; no nom\u00e9s es va eliminar la inspecci\u00f3 especialista per mat\u00e8ries i es van fusionar la de Prim\u00e0ria i la de Secund\u00e0ria \u2013tota una declaraci\u00f3 d\u2019intencions-, sin\u00f3 que alhora es va deixar de convocar oposicions a inspecci\u00f3 i es va nomenar a dit els “elegits” -generalment amb carnet pol\u00edtic af\u00ed- en eufem\u00edstica \u00abcomissi\u00f3 de serveis\u00bb. I despr\u00e9s de m\u00e9s de vint anys d’endollisme, quan es convoquen finalment oposicions \u2013no pas per pr\u00f2pia iniciativa, sin\u00f3 per sent\u00e8ncia judicial interposada per ASPEPC\u00b7SPS<\/strong>-, el \u00abm\u00e8rit\u00bb principal resulta ser l’antiguitat com a inspector \u00abinter\u00ed\u00bb. Vaja, com el que ell s\u2019ho talla i el s\u2019ho cus, tot a la mida del seu gust<\/em>. Dels docents de trinxera, ja ni cal dir-ne res.<\/p>\n

Pel que fa a les direccions, de tot aix\u00f2 en va resultar una cosa en principi for\u00e7a paradoxal. En passar el director d’un centre p\u00fablic a ser un mer capat\u00e0s de l’Administraci\u00f3 a la qual est\u00e0 obligat perqu\u00e8 li deu el c\u00e0rrec, tamb\u00e9 la seva depend\u00e8ncia de l’Administraci\u00f3 \u00e9s molt m\u00e9s gran que la d’un director de qualsevol centre privat, no funcionari, que dep\u00e8n en tot cas dels qui l’han contractat: els propietaris del centre. Un model de relaci\u00f3 laboral propi de la l\u00f2gica de l’empresa privada, per\u00f2 ontol\u00f2gicament incompatible amb la mateixa idea d’Administraci\u00f3 p\u00fablica, l\u2019adopci\u00f3 del qual per la seva part produeix la forma de degradaci\u00f3 que es coneix com \u00abclientelisme\u00bb<\/strong>, amb els seus inevitables i conseg\u00fcents nepotismes, simonies, regalies i sinecures. \u00c9s el que passa quan l’Administraci\u00f3 \u00abbananeja\u00bb.<\/p>\n

\u00c9s veritat que hi ha hagut molts centres concertats que s’han apuntat al carro amb experiments pedag\u00f2gics extravagants que s\u00f3n aut\u00e8ntiques preses de p\u00e8l; i que n\u2019hi seguir\u00e0 havent, fins i tot potser cada vegada m\u00e9s. Per\u00f2 llavors \u00e9s que hi ha negoci pel mig, que \u00e9s en definitiva el que compta. El problema \u00e9s que per poder vendre enganyifes tecnol\u00f2giques, metodologies pedag\u00f2giques de pa sucat amb oli i emo-beneiteries, cal abans haver convertit l’educaci\u00f3 en un negoci<\/strong>, haver-la mercantilitzat, i per aconseguir-ho era ineludible neutralitzar una p\u00fablica que seguia ensenyant, amb m\u00e9s o menys fortuna, per\u00f2 ensenyant.<\/p>\n

Haur\u00edem de recordar que tampoc no fa tant de temps que la p\u00fablica tenia m\u00e9s prestigi que la privada, perqu\u00e8 ensenyava millor i els seus docents eren universitaris especialistes en la mat\u00e8ria. Amb la LOGSE i els seus successius avatars, va deixar de ser aix\u00ed. Simplement, calia crear el problema per poder justificar la soluci\u00f3 mercantilitzada que, fraudulenta o no, produ\u00eds en qualsevol cas els beneficis de rigor. I aix\u00f2 no es podia fer si des de la mateixa base del sistema, els alumnes seguien aprenent a sumar i restar sense necessitat d’ordinadors ni d\u2019aplicacions inform\u00e0tics. Primer calia passar per la pedagogia del gomet<\/strong>, i saltar despr\u00e9s a la de les pantalles. Nom\u00e9s quan ja no s’apr\u00e8n perqu\u00e8 s’ha deixat d’ensenyar, aleshores ja s\u00ed que podem venir amb l\u2019invent de la sopa d\u2019all; i no passa res si se segueix sense aprendre gaireb\u00e9 res, forma par del model. Ja apareixeran noves solucions futuriblement fracassades; la segmentaci\u00f3, la renovaci\u00f3 del b\u00e9 de consum i la seva obsolesc\u00e8ncia programada s\u00f3n essencials a la l\u00f2gica moderna del mercat.<\/p>\n

Sorpr\u00e8n tamb\u00e9 que molts dels que van lucrar amb els seus imaginaris vestits meravellosos per a emperadors enzes, i que van coadjuvar activament a endegar l’actual model educatiu, es lamentin i s\u2019indignin ara perqu\u00e8 (una vegada m\u00e9s) s’estiguin tancant l\u00ednies a la p\u00fablica mentre es mantenen i fins i tot se n’obren de noves a la concertada. Una queixa i una indignaci\u00f3 que comparteixo plenament, per\u00f2 per raons molt diferents: fa d\u00e8cades que estem en les mateixes i no calia ser gaire perspica\u00e7 per a adonar-se\u2019n. Potser sigui que nom\u00e9s van mirar la lluna de paper que el dit assenyalava, sense fixar-se en el dit que, amb el seu assenyalament, ens revelava les seves intencions. Fins i tot en el cas d\u2019alguns, el dit assenyalador era el seu… Amb franquesa, sorpr\u00e8n la sorpresa d’alguns despr\u00e9s d’haver estat m\u00e9s de tres d\u00e8cades, ja sigui combregant amb rodes de mol\u00ed, o lucrant-se fabricant-les. No s\u00e9 de qu\u00e8 s’escandalitzen, com no sigui de les seves malifetes. Sona massa a la fingida descoberta del fam\u00f3s \u201caqu\u00ed es juga<\/em>\u201d, de l’inefable capit\u00e0 Renault de \u201cCasablanca\u201d; ells tamb\u00e9 amb les seves comissions ja pr\u00e8viament cobrades. Freturen de la m\u00e9s m\u00ednima credibilitat: ens han acabat els quartos.<\/p>\n

A veure si ens assabentem d’una vegada: benvinguts siguin els recursos, per\u00f2 el problema fonamental del nostre sistema educatiu p\u00fablic no \u00e9s ara mateix ni nom\u00e9s de manca de recursos, sin\u00f3 a qu\u00e8 es destinen els que hi ha i, sobretot i fonamentalment, de concepte. Mentre seguim atrapats en la l\u00f2gica mercantilista, l\u2019amanuense educatiu del qual \u00e9s el pedagogisme<\/strong>, no hi ha sortida. El que hem dit: el nostre problema educatiu fonamental \u00e9s de concepte, i una Administraci\u00f3 que li agraden les bananes.<\/p>\n

\n

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

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

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