{"id":28495,"date":"2025-06-17T08:50:40","date_gmt":"2025-06-17T06:50:40","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=28495"},"modified":"2025-06-17T08:50:54","modified_gmt":"2025-06-17T06:50:54","slug":"desorientats","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/desorientats\/","title":{"rendered":"Desorientats"},"content":{"rendered":"

Desorientats<\/h1>\n
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Gerd Altmann. \/ Pixabay<\/figcaption><\/figure>\n

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

\"\"<\/p>\n

 <\/p>\n

Andreu Navarra<\/strong><\/a><\/p>\n

 <\/p>\n

En un twit for\u00e7a desafortunat<\/strong>, un pedagogista va afirmar que els malvats professors exclo\u00efen els alumnes d\u00edscols o violents perqu\u00e8 no suportaven fer classe a alumnat pobre o vulnerable. Se li va escapar una frase tan classista com aquesta i no va saber reaccionar a temps: li resultava obvi que tots els alumnes d\u00edscols o violents eren pobres, i ho eren perqu\u00e8 eren pobres. No importa el nom d\u2019una aital llumenera pedagogista, se li va \u201cescapar\u201d aquest twit com se li va \u201cescapar\u201d tamb\u00e9 a un conspicu logsista i lomloista que a un alumne de la prov\u00edncia de Badajoz no se li havia d’explicar el que se li havia d’explicar a un alumne del barri de Salamanca. Estic segur que se\u2019n recordaran.<\/p>\n

Aquest tipus d’aberracions classistes no passarien de ser bromes o acudits si no fos perqu\u00e8 a la nostra Llei Org\u00e0nica d’Educaci\u00f3 vigent es descriu un \u201cperfil de sortida<\/strong>\u201d certament macabre i filos\u00f2ficament dubt\u00f3s, per no dir-ne s\u00f2rdid o directament antidemocr\u00e0tic. I per cert que acaba d’apar\u00e8ixer un llibre a l’editorial Herder, \u2018Observaciones sobre la desorientaci\u00f3n del mundo\u2019, d’Alain Badiou<\/strong> (Traducci\u00f3 de Guillem Usandizaga) que ens ve com anell al dit per entendre qu\u00e8 est\u00e0 passant al nostre pa\u00eds quan tants intel\u00b7lectuals org\u00e0nics i activistes<\/strong> suposadament d\u2019esquerres estan dient estupideses tan not\u00f2ries. Una de les l\u00ednies principals de pensament d’Alain Badiou \u00e9s que la nostra esquerra est\u00e0 completament \u201cdesorientada\u201d perqu\u00e8 s’ha distanciat de la ra\u00f3 emancipadora i materialista de la qual va sorgir a l’alba liberal europea.<\/p>\n

Un cap\u00edtol sencer del seu assaig tracta sobre l\u2019educaci\u00f3 i el seu naufragi actual a gaireb\u00e9 tot Europa. Escoltem-lo: “M’arriba de tot arreu la sensaci\u00f3 que l’ensenyament, de l’escola a la universitat, tamb\u00e9 est\u00e0 avui greument desorientat. En aquest punt vaig directament al meu diagn\u00f2stic: davant d’una informaci\u00f3 omnipresent a les xarxes de tota mena, que fomenta una passivitat total, fins i tot una s\u00f2lida ignor\u00e0ncia<\/strong> (un aparell m\u00f2bil respon per mi a les preguntes que em plantejo o em plantegen), l\u2019administraci\u00f3 docent, en particular la seva direcci\u00f3 estatal, no fa res que permeti ensenyar qu\u00e8 \u00e9s pensar, con\u00e8ixer i argumentar, \u00edntegrament, a la joventut\u201d (p\u00e0g. 59).<\/p>\n

A la p\u00e0gina seg\u00fcent desenvolupa el seu diagn\u00f2stic, i \u00a0em perdonareu una altra cita tan llarga (la cursiva \u00e9s de l’autor): “Tannmateix, l’objectiu d’una veritable educaci\u00f3, com a m\u00ednim des de Plat\u00f3, no \u00e9s en cap cas col\u00b7leccionar respostes externes, sin\u00f3 saber com passem, personalment, i amb els nostres propis recursos, de la ignor\u00e0ncia al coneixement<\/em>. Per a Plat\u00f3<\/strong>, el coneixement no \u00e9s un diccionari, i \u00e9s justament per aix\u00f2 que al seu heroi, S\u00f2crates, li agrada dir que al punt de partida d’una pregunta, \u00e9s important saber que no sabem res\u201d (p\u00e0g. 60). Per aix\u00f2 \u00e9s tan pernici\u00f3s el nostre pedagogisme en la seva obsessi\u00f3 tecnopopulista<\/strong>, perqu\u00e8 considera que la IA o la desinformaci\u00f3 esbiaixada, incompleta, torrencial, lapidat\u00f2ria, bin\u00e0ria, fragment\u00e0ria i manipulada poden ser fonts de coneixement.<\/p>\n

Us en recordareu tamb\u00e9, suposo, del que va dir Pilar Alegr\u00eda<\/strong>, la nostra ministra d’Educaci\u00f3, ara fa una mica m\u00e9s de dos anys, el 28 de mar\u00e7 de 2023: \u201cAlegr\u00eda adverteix que educar acumulant continguts \u201cja no serveix\u201d perqu\u00e8 la Intel\u00b7lig\u00e8ncia Artificial \u00e9s una realitat\u201d (Europa Press). Com si no fossin les xarxes socials, les webs ignares i la IA les que generen extremisme, contingut manipulat, quan sabem perfectament tot all\u00f2 que la IA inventa per desconeixement. Com si la mateixa IA no fos acumulaci\u00f3 de contingut estad\u00edstic!<\/p>\n

Despr\u00e9s arriben les pobres \u00e0nimes que acusen de tecn\u00f2fobs i luddistes aquells que pensen que per a poder utilitzar les eines tecnol\u00f2giques, primer cal haver apr\u00e8s a llegir i a pensar i a analitzar el m\u00f3n\u2026 L’aposta oficial est\u00e0 sobre la taula: ciber-escombraries per a l’alumnat majoritari<\/strong>, pobre i oficialment residual, i educaci\u00f3 de deb\u00f2 per a les elits econ\u00f2miques desitjoses d’auto-replicar-se.<\/p>\n

El coneixement no \u00e9s informaci\u00f3 acumulada i llen\u00e7ada al contenidor cognitiu. El saber necessita estructura i contrast dialog\u00edstic. L’\u00e9sser hum\u00e0 apr\u00e8n amb \u00e9ssers humans. Hi ha un saber que s’ha de poder assolir a les aules, i un fals saber hist\u00e8ric, patrocinat i omnipresent que ho distorsiona i perverteix tot: \u201cEl tel\u00e8fon m\u00f2bil ho sap tot, i, per tant, no coneix res. Avui en dia, l\u2019educaci\u00f3 ha de comen\u00e7ar per bandejar radicalment aquest fals saber, fet d\u2019opinions incontrolables, i retornar amb m\u00e9s insist\u00e8ncia que mai sobre els sabers problem\u00e0tics, els que cal aprendre com freq\u00fcentar i com tra\u00e7ar un mateix en ells el cam\u00ed del coneixement\u201d (p\u00e0g. 60).<\/p>\n

En definitiva, “el professor \u00e9s el guia d’un viatge del pensament, i aquesta \u00e9s la definici\u00f3 ideal del seu ofici: mostrar com es passa de la ignor\u00e0ncia en saber, no per acumulaci\u00f3 d’opinions circumdants, sin\u00f3 pel descobriment d’una capacitat personal, disponible en cadasc\u00fa, capa\u00e7 de seleccionar, en el torrent cr\u00f2nic d’informacions informes, nom\u00e9s all\u00f2 que servir\u00e0 per il\u00b7luminar el complex cam\u00ed al final del qual podem parlar d\u2019una veritat”. 61).<\/p>\n

El pedagogisme oficial espanyol ha abandonat l’alumnat pobre<\/strong>, perqu\u00e8 vol excloure’l del pensament racional, els problemes human\u00edstics, el m\u00e8tode cient\u00edfic i la participaci\u00f3 c\u00edvica. La profef\u00f2bia oficial no t\u00e9 res de progressista, i de fet m\u00e9s aviat sembla que es relacioni amb l’onada autorit\u00e0ria i l’obsessi\u00f3 antifuncionarial de les autocr\u00e0cies electorals avui al poder a Hongria, els Estats Units i l’Argentina. Els pedagogistes que honradament desitgen millores per a l’alumnat estan profundament desorientats quan es dediquen a insultar i perseguir el professorat transmissivista o especialista. Per\u00f2 \u00e9s que en realitat s\u00f3n reaccionaris foucaultians<\/strong>, al servei de les corporacions Big Tech i del gran capital. En qualsevol cas, el debat \u00e9s si ho saben, i dissimulen, o si no s’han adonat encara al servei de qui estan.<\/p>\n

Les reformes competencials europees s\u00f3n un proc\u00e9s cl\u00e0ssic de concentraci\u00f3 de capitals i una reconversi\u00f3 laboral. Ja no aconseguiran prendre’ns el p\u00e8l molt\u00a0 m\u00e9s temps. En un pa\u00eds on hi ha presumptes feministes marxistes defensant el vel isl\u00e0mic per a les dones, on hi ha tants pedagogistes \u201csocialdem\u00f2crates\u201d organitzant caceres de bruixes contra els qui es resisteixen als atacs de classe de l’OCDE i la banca, que necess\u00e0ries s\u00f3n aquestes paraules d’un dels fundadors del Partit Socialista franc\u00e8s!: Que sa seria tornar a Emma Goldman i a Karl Marx i redre\u00e7ar el progressisme pedag\u00f2gic cap a la defensa de la lectura i la reflexi\u00f3 col\u00b7lectiva! La revoluci\u00f3 individualista del \u201cJo, jo, jo\u201d<\/strong> els ha ennuvolat la ment i confonen l’inter\u00e8s de cada libido consumidora amb els drets civils de tothom. Ja ni tan sols saben qu\u00e8 \u00e9s un professor, un alumne o un ciutad\u00e0. Les seves granellades desconstructives els han condu\u00eft fins al cinisme m\u00e9s impresentable. Per\u00f2, \u00e9s clar, per a poder orientar-se caldria llegir una mica de filosofia pol\u00edtica i arriscar-se a no poder demanar tanda per apuntar-se als xiringuitos m\u00e9s lucratius. La veritat \u00e9s que, de tan desorientat, el pedagogisme espanyol ja va causant vergonya aliena.<\/p>\n

\n

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

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

En un twit for\u00e7a desafortunat, un pedagogista va afirmar que els malvats professors exclo\u00efen els alumnes d\u00edscols o violents perqu\u00e8 no suportaven fer classe a alumnat pobre o vulnerable. 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