{"id":28451,"date":"2025-06-03T07:46:53","date_gmt":"2025-06-03T05:46:53","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=28451"},"modified":"2025-06-03T07:47:06","modified_gmt":"2025-06-03T05:47:06","slug":"repetir-o-no-repetir-curs-aquesta-no-es-la-questio","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/repetir-o-no-repetir-curs-aquesta-no-es-la-questio\/","title":{"rendered":"Repetir o no repetir curs, aquesta (no) \u00e9s la q\u00fcesti\u00f3"},"content":{"rendered":"

Repetir o no repetir curs, aquesta (no) \u00e9s la q\u00fcesti\u00f3<\/h1>\n
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Pixabay<\/figcaption><\/figure>\n

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

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

 <\/p>\n

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

 <\/p>\n

La repetici\u00f3 de curs \u00e9s un tema recorrent que sol reapar\u00e8ixer molt especialment cada final de curs, \u00e9s a dir, coincidint amb les avaluacions finals. Es la b\u00e8stia negra del pedagogisme i la seva sola menci\u00f3 \u00e9s anatema<\/strong>. Nom\u00e9s plantejar-la com a possibilitat significa veure\u2019s autom\u00e0ticament bandejat a les tenebres exteriors: un s\u00e0dic que frueix de suspendre els seus alumnes i d\u2019arru\u00efnar les seves vides, presents i futures.<\/p>\n

El perqu\u00e8 d\u2019una aital f\u00f2bia certament sorpr\u00e8n, tota vegada que tinguem en compte que no es tracta d\u2019un concepte de cap\u00e7alera dels moviments pedagogistes. <\/strong>En realitat, ni tan sols est\u00e0 contemplada. Sigui com sigui, sembla clar que no est\u00e0 al mateix nivell que d\u2019altres categories pedagogistes com ara l’aprenentatge basat en projectes, l\u2019educaci\u00f3 competencial, els \u00e0mbits, les sessions de conviv\u00e8ncia restaurativa, l’escola inclusiva, l’alumne-centrisme, les classes invertides –flipped classroom<\/em>-, l\u2019aprenentatge per descobriment i social-col\u00b7laboratiu, l\u2019avaluaci\u00f3 qualitativa o el DUA -en aquest darrer cas, sense que els seus creadors hagin aconseguit encara trobar una definici\u00f3 si m\u00e9s no m\u00ednimament intel\u00b7ligible-. Sembla que m\u00e9s aviat tingui la categoria d\u2019axioma, all\u00f2 evident en si mateix i fundant que es d\u00f3na per descomptat sense necessitat d\u2019explicitar-lo. I tamb\u00e9 com si totes aquestes categories esmentades hi estiguessin per tal de garantir la seva no-ocurr\u00e8ncia.<\/p>\n

I \u00e9s que, en realitat, tot i no ser un concepte contemplat en el seu model te\u00f2ric, la (no) repetici\u00f3 de curs \u00e9s tanmateix l’aut\u00e8ntica la clau de volta de la posada en pr\u00e0ctica del discurs pedagogista i la seva simple adducci\u00f3 \u00e9s d’efectes pertorbadors per tal com posa en perill tot el constructe. Entenguem-nos, estem parlant d’un sistema te\u00f2ric d’absoluts que, en la seva condici\u00f3 de tals, no admeten r\u00e8plica f\u00e0ctica o fenom\u00e8nica adversa. I la repetici\u00f3 de curs, o les raons que indueixen a considerar-la ni que sigui com a possibilitat, s\u00f3n un fet emp\u00edric: un alumne no ha assolit els aprenentatges m\u00ednims requerits per accedir al curs seg\u00fcent. I aix\u00f2 \u00e9s l’evid\u00e8ncia que alguna cosa no funciona. No en casos individuals, per\u00f2 s\u00ed quan es tracta de percentatges significatius.<\/p>\n

Per aix\u00f2 la repetici\u00f3 de curs no es pot contemplar des del pedagogisme<\/strong> ni tan sols com un contra-concepte expositiu<\/strong> -la definici\u00f3 negativa d’alguna cosa, a partir del que no \u00e9s-. Nom\u00e9s val l\u2019anatema. Perqu\u00e8 es tracta precisament d’un tema el plantejament de la mera possibilitat del qual significa assumir que tal vegada hi hagi alumnes que no han apr\u00e8s el que haurien d\u2019haver apr\u00e8s, i assumir aix\u00f2 \u00e9s assumir que el model \u00e9s incapa\u00e7 d’anar m\u00e9s enll\u00e0 de la seva fase te\u00f2rica. \u00c9s per aix\u00f2 que resulta preferible que hi hagi alumnes estudiant equacions de segon grau sense saber qu\u00e8 \u00e9s una pot\u00e8ncia, que no pas que repeteixin curs per no haver-ho apr\u00e8s.<\/p>\n

\u00c9s doncs prou l\u00f2gic que qualsevol menci\u00f3 a la repetici\u00f3 de curs exasperi els pedagogistes fins treure\u2019ls de polleguera; \u00e9s el seu tal\u00f3 d\u2019Aquil\u00b7les. Simplement no t\u00e9 cabuda en els seus esquemes categorials ni pot tenir-la. Altrament, s\u2019esfondraria l\u2019edifici.<\/p>\n

Per\u00f2 seguim tenint al davant un fet rabiosament emp\u00edric que genera un problema de resposta for\u00e7a compromesa: qu\u00e8 fer amb un alumne de 12 anys, a 1r de l’ESO, que no sap multiplicar, que no ent\u00e9n un text simple de tres l\u00ednies, que escriu el seu propi nom amb faltes d’ortografia o que \u00e9s incapa\u00e7 de memoritzar el seu n\u00famero de m\u00f2bil. Alguna cosa cal dir, \u00e9s clar. I el problema \u00e9s que, malgrat la seva tradici\u00f3 de credulitat, la societat encara no est\u00e0 \u00abpreparada\u00bb per assumir que un percentatge cada cop m\u00e9s alt i significatiu d’alumnes que porten escolaritzats entre deu i dotze anys, concloguin la seva etapa d’escolaritzaci\u00f3 obligat\u00f2ria en un estat de pr\u00e0ctic analfabetisme funcional<\/strong>.<\/p>\n

Perqu\u00e8 aleshores, m\u00e9s enll\u00e0 del desgastat relat auto-referencial, nom\u00e9s queda o recon\u00e8ixer el frac\u00e0s, o dir la veritat i revelar el discurs ocult. Recon\u00e8ixer i assumir el frac\u00e0s no \u00e9s una opci\u00f3 a contemplar, no nom\u00e9s perqu\u00e8 implica acceptar que s’han estat aplicant ximpleries mentrestant s\u2019estafava i malmetia generacions senceres, sin\u00f3 tamb\u00e9 perqu\u00e8 est\u00e0 en joc el civader. I de dir la veritat, encara menys: obligaria a entrar en mat\u00e8ria i a ensenyar les cartes marcades amb qu\u00e8 s\u2019ha estat jugant la partida. Ras i curt: que s’est\u00e0 aplicant un model d’enginyeria social que no contempla l’escola com a lloc de transmissi\u00f3 de coneixements -almenys per a amplis sectors de poblaci\u00f3- i que aquest objectiu s’est\u00e0 assolint exitosament. Ni una cosa ni l’altra s\u00f3n divulgables, aix\u00f2 sembla prou clar.<\/p>\n

Per\u00f2 mentre quedi en el sistema educatiu una escletxa d’estructura curricular que mantingui un m\u00ednim de continguts positius de coneixement, fins i tot per m\u00e9s eixarre\u00efts que estiguin, sempre es podr\u00e0 comparar i avaluar quantitativament i comparativament, encara que sigui externament. I qualsevol podr\u00e0 comprendre que alg\u00fa que no sap qu\u00e8 \u00e9s una pot\u00e8ncia no pot entendre ni un borrall de funcions logar\u00edtmiques, per m\u00e9s atenci\u00f3 i ganes que hi posi. Vaja, que promocionar autom\u00e0ticament de curs \u00e9s desentendre\u2019s de l\u2019alumne<\/strong> i abandonar-lo a la seva sort.<\/p>\n

A l\u2019entrevista<\/a> que va concedir a aquesta revista, el professor i psic\u00f2leg cognitiu Paul Kirschner va afirmar que l\u2019\u00faltima gran revoluci\u00f3 en educaci\u00f3 va ser la pissarra<\/strong>: “Va fer possible que un mestre enseny\u00e9s trenta estudiants alhora en comptes d’un a un. Aix\u00f2 va ser una revoluci\u00f3. I abans d’aix\u00f2, la impremta va ser una revoluci\u00f3, que permetia que els textos no nom\u00e9s arribessin a mans de l’elit, sin\u00f3 a les de tots els estudiants”.<\/p>\n

Ensenyar trenta estudiants alhora. Aix\u00f2 \u00e9s precisament el que no es pot fer si cal explicar simult\u00e0niament quatre o cinc coses diferents. Nom\u00e9s amb aix\u00f2 n’hi hauria prou per entendre la idea de la repetici\u00f3 de curs, que no \u00e9s sin\u00f3 donar una segona oportunitat a qui no va aprofitar la primera, i l’absurd en si mateix, una contradictio in terminis<\/em>, de la promoci\u00f3 autom\u00e0tica o de l’aprovat general.<\/p>\n

S\u00ed, n’hi hauria d’haver prou, tota vegada que hom segueixi pensant que la funci\u00f3 primordial de l’escola \u00e9s la transmissi\u00f3 de coneixements, ensenyar per al seu aprenentatge. Avui ja no \u00e9s aix\u00ed, per\u00f2 com aix\u00f2 no es pot dir obertament i tampoc es vol recon\u00e8ixer un frac\u00e0s que per a ells no ho \u00e9s i que, d\u2019admetre\u2019l, aturaria eventualment el desplegament del model, s\u2019agafa el cam\u00ed del mig: diluir el que queda de coneixements en qualssevol conceptes de cap\u00e7alera pedagogistes com els que m\u00e9s amunt hem esmentat. I tamb\u00e9 anar-los renovant cont\u00ednuament pel procediment de canviar-los de nom; total, freturen de contingut i aix\u00f2 d\u00f3na molt de joc. Aix\u00ed es transmet la sensaci\u00f3 que el tema preocupa i que s’est\u00e0 fent alguna cosa, quan en realitat no s’est\u00e0 fent res; o s\u00ed: es persevera en el mateix.<\/p>\n

I, sobretot, de repetici\u00f3 de curs ni parlar-ne. No fos que aprenguessin alguna cosa. A m\u00e9s, com el coneixement no \u00e9s important perqu\u00e8 ja \u00e9s a les xarxes, total, tant se\u2019ns en ha donar, oi?<\/p>\n

\n

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

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

La repetici\u00f3 de curs \u00e9s un tema recorrent que sol reapar\u00e8ixer molt especialment cada final de curs, \u00e9s a dir, coincidint amb les avaluacions finals. Es la b\u00e8stia negra del pedagogisme i la seva sola menci\u00f3 \u00e9s anatema. Nom\u00e9s plantejar-la com a possibilitat significa veure\u2019s autom\u00e0ticament bandejat a les tenebres exteriors: un s\u00e0dic que frueix de suspendre els seus alumnes i d\u2019arru\u00efnar les seves vides, presents i futures.<\/p>\n","protected":false},"author":4,"featured_media":28460,"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":[2720,1464,3106],"class_list":["post-28451","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-analfabetisme-funcional","tag-pedagogismo-ca","tag-repeticio-de-curs"],"yoast_head":"\nRepetir o no repetir curs, aquesta (no) \u00e9s la q\u00fcesti\u00f3 - Educational Evidence<\/title>\n<meta name=\"description\" content=\"La repetici\u00f3 de curs \u00e9s un tema recorrent que sol reapar\u00e8ixer molt especialment cada final de curs, \u00e9s a dir, coincidint amb les avaluacions finals. 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