{"id":30183,"date":"2025-10-13T08:54:36","date_gmt":"2025-10-13T06:54:36","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=30183"},"modified":"2025-10-13T08:54:52","modified_gmt":"2025-10-13T06:54:52","slug":"sota-la-sindrome-del-bridge","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/sota-la-sindrome-del-bridge\/","title":{"rendered":"Sota la s\u00edndrome del bridge"},"content":{"rendered":"

Imatge creada per IA<\/p>\n

 <\/p>\n

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

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

 <\/p>\n

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

 <\/p>\n

Que el bridge<\/strong> sigui un joc de rics no implica que qualsevol que hi jugui hagi de ser ric. En l\u00f2gica seria un sil\u00b7logisme mal constru\u00eft: \u201cEls rics juguen al bridge, S\u00f2crates juga al bridge, llavors, S\u00f2crates \u00e9s ric<\/em>\u201d. Igualment, associar ambdues nocions \u2013jugar al bridge i ser ric<\/strong>– com si es tract\u00e9s d’una relaci\u00f3 biun\u00edvoca significa no discriminar conceptualment entre all\u00f2 cultural i all\u00f2 social: una mena de pensament m\u00e0gic<\/strong>.<\/p>\n

Vist aix\u00ed \u00e9s prou pal\u00e8s, per\u00f2 no sempre l\u2019error es manifesta tan clarament en els nostres raonaments. En educaci\u00f3, per exemple, no \u00e9s el mateix analitzar i valorar des de la perspectiva acad\u00e8mica que des de la perspectiva social. Un sistema educatiu pot ser acad\u00e8micament exit\u00f3s i alhora socialment abjecte<\/strong>; o pot ser socialment exit\u00f3s, si m\u00e9s no en el sentit d’haver universalitzat l’escolaritzaci\u00f3, i un aut\u00e8ntic frau acad\u00e8mic. Si no discernim entre ambdues esferes, el que ens sorgir\u00e0 inevitablement ser\u00e0 un aut\u00e8ntic caos conceptual<\/strong>, un garbuix sincr\u00e8tic com el de la nit en qu\u00e8 tots els gats s\u00f3n negres. I, ja posats, \u00absi hi ha maror, peix en abundor i profit de pescador\u00bb.<\/em><\/p>\n

I, la veritat, \u00e9s desencoratjador constatar com en el \u00abdebat\u00bb educatiu \u2013sovint m\u00e9s aviat batussa- s’eludeix una vegada i una altra entrar en mat\u00e8ria i es persisteix contuma\u00e7ment en aquesta indistinci\u00f3, cosa que propicia l’emerg\u00e8ncia d’un camp abonat per a malentesos, fal\u00b7l\u00e0cies i paralogismes que, a m\u00e9s de demag\u00f2gicament utilitzats, s\u00f3n d\u2019efectes devastadors per al sistema educatiu i per a la societat.<\/p>\n

La pr\u00e0ctica totalitat dels informes internacionals<\/strong> coincideixen que s’ha produ\u00eft a Espanya una caiguda m\u00e9s que notable dels nivells acad\u00e8mics d’un temps en\u00e7\u00e0, de manera que ens estem movent en un present continu sempre \u00abpitjor que ahir, per\u00f2 millor que dem\u00e0\u00bb, sense que ara com ara se n\u2019albiri soluci\u00f3 de continu\u00eftat. El nivell de coneixements i compet\u00e8ncies dels estudiants \u00e9s actualment inferior al de les promocions anteriors, amb una sostinguda tend\u00e8ncia perfectament detectable. La comprensi\u00f3 lectora dels universitaris espanyols ha baixat 10 punts en una d\u00e8cada<\/strong> -la dels universitaris!- i estan no nom\u00e9s per sota de la mitjana de l’OCDE, sin\u00f3 tamb\u00e9 dels estudiants de batxillerat de pa\u00efsos com Su\u00e8cia, Finl\u00e0ndia o Jap\u00f3\u2026 Aix\u00f2 no \u00e9s alarmisme tendenci\u00f3s, sin\u00f3 evid\u00e8ncies basades en les dades aportades per aquests informes, que alhora coincideixen amb la percepci\u00f3 generalitzada entre els docents i cada cop m\u00e9s amplis sectors de la societat.<\/p>\n

Davant d’aquest bany de realitat, la r\u00e8plica oficialista ad usum<\/em><\/strong> posa l\u2019\u00e8mfasi en el fet que abans -amb independ\u00e8ncia de quan va ser aquest \u00ababans\u00bb- els percentatges d’escolaritzaci\u00f3 eren molt menors. Aix\u00ed doncs, \u00e9s normal que ara, amb el 100% de la poblaci\u00f3 escolaritzada, la nota mitjana hagi baixat, perqu\u00e8 \u00ababans\u00bb els resultats eren nom\u00e9s els d’una minoria (econ\u00f2micament) privilegiada.<\/p>\n

Tant \u00e9s que parlem de les proves PIAAC<\/strong><\/a><\/span>\u2013per trams generacionals de 10 anys amb la totalitat de la poblaci\u00f3 de m\u00e9s de 16 anys com a univers de mostra-, o de proves igualment estandarditzades a una determinada edat i curs cada cert interval regular de temps \u2013PISA<\/a><\/strong><\/span>, PIRLS<\/span><\/a><\/strong>, TIMSS<\/a><\/strong><\/span>\u2026-, la cantarella \u00e9s sempre la mateixa. Encara que faci ja 40 anys que l’escolaritzaci\u00f3 sigui a la pr\u00e0ctica universal i la tend\u00e8ncia es mantingui… No estem dient pas que all\u00f2 social no tingui res a veure amb aquesta realitat educativa deteriorada, per\u00f2 si que ens hem instal\u00b7lat en una mena de resignada fatalitat assumida<\/strong> des d’un esbiaixat imperatiu moral que es d\u00f3na per satisfet amb l’escolaritzaci\u00f3 universa<\/strong>l \u2013l’aparent \u00e8xit social- sense contemplar el seu vessant acad\u00e8mic, o donant-lo per amortitzat, ni com la bretxa acad\u00e8mica creixent afecta socialment. Amb estar escolaritzat, n\u2019hi ha prou per a graduar. Cal deduir-ne, doncs, que l\u2019important no \u00e9s aprendre, sin\u00f3 estar escolaritzat. I s\u00ed, \u00e9s condici\u00f3 necess\u00e0ria, per\u00f2 no suficient.<\/p>\n

Per\u00f2, a veure, si establim comparacions, i aquesta \u00e9s, mirem-nos-ho com vulguem, la finalitat de les proves suara esmentades, hi ha tota una s\u00e8rie de coses que cal tenir pr\u00e8viament molt clares. La discriminaci\u00f3 conceptual<\/strong> n’\u00e9s una. Hem de saber de qu\u00e8 estem parlant i qu\u00e8 estem comparant exactament. Parlem de la salut acad\u00e8mica<\/strong> del sistema educatiu o de l’abast social<\/strong> de l’escolaritzaci\u00f3? I, \u00e9s clar, qu\u00e8 hi entenem en cada cas.<\/p>\n

\u00c9s evident que no \u00e9s el mateix, ni acad\u00e8micament ni socialment, un sistema educatiu amb un percentatge del 50% d’escolaritzaci\u00f3 als 16 anys i amb una nota mitjana de 7, que un altre amb el 99,99% i una nota mitjana de 4. Tampoc els seus respectius resultats s’haurien de llegir un\u00edvocament sense m\u00e9s ni m\u00e9s. No es poden coure a la mateixa cassola una llagosta i un entrecot. B\u00e9, poder s\u00ed que es pot, per\u00f2 aleshores que ning\u00fa es sorprengui de la qualitat d\u2019una aital perolada.<\/p>\n

D’un sistema educatiu com el primer dir\u00edem que \u00e9s acad\u00e8micament un model d’\u00e8xit, per\u00f2 un frac\u00e0s social per restrictiu i, al capdavall, una agressi\u00f3 de classe. A la inversa en el cas del segon, tindr\u00edem un fiasco acad\u00e8mic, per\u00f2 un \u00e8xit pel que fa a l’abast social de l’escolaritzaci\u00f3. Tot i que nom\u00e9s formalment: t\u00e9, s\u00ed, tota la poblaci\u00f3 en edat escolar al sistema, per\u00f2 no se sap tampoc exactament per qu\u00e8. Una<\/strong> farsa acad\u00e8mica<\/strong>. O si ho preferim, un placebo.<\/p>\n

Sembla clar que cal fer alguna cosa, per\u00f2 tamb\u00e9 que no ser\u00e0 el mateix en un cas que en l’altre: llurs respectius problemes i defici\u00e8ncies s\u00f3n de naturalesa diferent. En el primer cas, almenys des d’una posici\u00f3 democr\u00e0tica, es tracta d’emprendre l’extensi\u00f3 d’aquest model educatiu a tota la poblaci\u00f3, ben ent\u00e8s que sense rebaixes ni sopars de duro. En el segon, tamb\u00e9 sembla molt clar: posar la socialment reeixida estructura escolar a complir la funci\u00f3 acad\u00e8mica que li correspon: ensenyar. Ni restriccions socials, ni enganys acad\u00e8mics edulcorats.<\/p>\n

Aquest va ser, per exemple, el model de la II Rep\u00fablica espanyola, estendre l\u2019escolaritzaci\u00f3 per portar la cultura<\/strong>, fins aleshores nom\u00e9s a l’abast dels rics, a tota la poblaci\u00f3. En l’\u00e0mbit acad\u00e8mic no va canviar pr\u00e0cticament res. Amb les seves virtuts i els seus defectes, si no ho va aconseguir va ser per raons sobradament conegudes. I va ser tamb\u00e9, igualment amb les seves llums i ombres, el model de la LGE de 1970<\/strong>. Es miri com es miri i ideologies al marge. La LOGSE del 1990 va ser la voladura controlada d\u2019aquell model. Controlada pels que controlaven, es clar. Des d\u2019aleshores, d\u2019oca a oca i tiro perqu\u00e8 em toca. Conven\u00e7uts que ens estan ensenyant a jugar al bridge.<\/p>\n

I el que no \u00e9s de rebut \u00e9s el groller argument de l’escolaritzaci\u00f3 universal com a explicaci\u00f3 de la caiguda acad\u00e8mica<\/strong>. I no ho \u00e9s perqu\u00e8, acad\u00e8micament parlant, que l’\u00e8xit o el frac\u00e0s an\u00e9s a seguir pautes diferents en els resultats, a pitjor, amb el 100% de la poblaci\u00f3 escolaritzada que amb el 50%, \u00e9s pensar que els pobres s\u00f3n m\u00e9s babaus que els rics: un darwinisme social aberrant i profundament reaccionari, especialment en la seva hodierna versi\u00f3 de fingida benevol\u00e8ncia compassiva. A m\u00e9s d’haver estat reiteradament desmentit per la pr\u00e0ctica.<\/p>\n

L’antiga URSS era la gran pot\u00e8ncia dels escacs per excel\u00b7l\u00e8ncia\u2026 perqu\u00e8 tenia ella sola m\u00e9s jugadors federats que tota la resta del m\u00f3n junt. La qualitat sorgeix de la quantitat<\/strong>. La resta s\u00f3n fal\u00f2rnies. Ara b\u00e9, aquesta qualitat no emergeix del no-res, cal impartir-la: cal crear \u00abescola\u00bb; altrament no sorgir\u00e0 de cap quantitat, o nom\u00e9s excepcionalment d\u2019alguna individualitat, com hi ha qui li toca la loteria.<\/p>\n

Per qu\u00e8, doncs, la universalitzaci\u00f3 de l’educaci\u00f3 est\u00e0 produint l’efecte contrari? Per qu\u00e8 ni tan sols es mantenen distribucions similars en els resultats en augmentar la poblaci\u00f3 escolar, sin\u00f3 que a la franja baixa augmenten i l’alta disminueixen? No ens diu res aix\u00f2?<\/p>\n

Si som ben\u00e8vols, podem pensar que \u00e9s perqu\u00e8 els gurus educatius org\u00e0nics i els pol\u00edtics estan sota la \u2018s\u00edndrome del bridge\u2019: amb estar escolaritzar n\u2019hi ha prou per a obtenir el graduat i \u00aba c\u00f3rrer\u00bb. \u00c9s l\u2019\u00fanic requisit. La relaci\u00f3 biun\u00edvoca fingida una vegada m\u00e9s. I \u00e9s que com ja sabem, ni l\u2019h\u00e0bit fa el monjo, ni jugar al bridge et fa ric.<\/p>\n

O podem ser m\u00e9s morda\u00e7os i pensar que s\u00ed, \u00e9s clar, el t\u00edtol ser\u00e0 el mateix per a rics i pobres, per\u00f2 com ja est\u00e0 previst que la majoria d’aquests no trepitjar\u00e0 mai cap elegant sal\u00f3 de bridge per lluir les seves habilitats, doncs, a veure, pel que els hauria de servir ja n\u2019hi ha prou amb el joc de l\u2019oca i, aix\u00f2 s\u00ed, els l\u2019encolomem com si fos bridge. Total, no notaran la difer\u00e8ncia. M\u00e9s b\u00e9 de preu? Probablement ni aix\u00f2, per\u00f2 la causa b\u00e9 que s\u2019ho val.<\/p>\n

Que hi ha maror al mar educatiu \u00e9s evident. Que a les nostres valoracions estiguem sent ben\u00e8vols o morda\u00e7os \u00e9s, al seu torn, una cosa que es pot determinar dirigint la mirada cr\u00edtica cap als pescadors que estan fent el seu agost en aquestes aig\u00fces. O sigui, cui prodest? <\/em>Qui se n\u2019est\u00e0 aprofitant?<\/strong><\/p>\n

I que cadasc\u00fa vegi i entengui segons s\u00e0piga i pugui veure-hi i entendre.<\/p>\n

\n

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

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

Que el bridge sigui un joc de rics no implica que qualsevol que hi jugui hagi de ser ric. En l\u00f2gica seria un sil\u00b7logisme mal constru\u00eft: \u201cEls rics juguen al bridge, S\u00f2crates juga al bridge, llavors, S\u00f2crates \u00e9s ric\u201d. Igualment, associar ambdues nocions \u2013jugar al bridge i ser ric- com si es tract\u00e9s d’una relaci\u00f3 biun\u00edvoca significa no discriminar conceptualment entre all\u00f2 cultural i all\u00f2 social: una mena de pensament m\u00e0gic.<\/p>\n","protected":false},"author":4,"featured_media":30308,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[240],"tags":[3416,3415,3414,3408,305],"class_list":["post-30183","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-discriminacio","tag-escolaritzacio-universal","tag-pensament-magic","tag-sindrome-del-bridge","tag-sistema-educatiu"],"yoast_head":"\nSota la s\u00edndrome del bridge - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Que el bridge sigui un joc de rics no implica que qualsevol que hi jugui hagi de ser ric. 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