{"id":30343,"date":"2025-10-22T08:31:36","date_gmt":"2025-10-22T06:31:36","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=30343"},"modified":"2025-10-22T08:31:49","modified_gmt":"2025-10-22T06:31:49","slug":"instituts-escola-el-neverland-educatiu-catala","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/instituts-escola-el-neverland-educatiu-catala\/","title":{"rendered":"Instituts-Escola: el Neverland educatiu catal\u00e0"},"content":{"rendered":"

Allargar indefinidament l\u2019estada de les futuribles generacions adultes al Neverland<\/em> de Peter Pan \u00e9s robar-los el futur. Foto: nini kvaratskhelia. \/<\/a>\u00a0Pixabay<\/a><\/p>\n

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

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 <\/p>\n

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

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Vaig comen\u00e7ar el batxillerat<\/strong> amb 10 anys. Hav\u00edem deixat enrere l\u2019escola i vam passar de ser els grans dels petits a convertir-nos en els petits dels grans. Tot un ritual de tr\u00e0nsit. Nous companys, nous professors, nous estudis… \u00c9s clar que sempre hi ha qui prefereix ser cap de sardina que cua de rap<\/strong>, per\u00f2 sab\u00edem que ja \u00e9rem dels \u201cgrans\u201d, o ens ho pens\u00e0vem. I aix\u00f2 ens feia patxoca. Eren 4 anys a l\u2019escola i 7 a l\u2019institut.<\/p>\n

Despr\u00e9s va venir el model EGB\u2192BUP\/FP<\/strong>, 8 anys d\u2019EGB, a l\u2019escola, i 4 (BUP+COU<\/strong>) o 5 (FP1+FP2<\/strong>), a l\u2019institut. Actualment, amb el model LOGSE<\/strong>, s\u00f3n 6 anys de Prim\u00e0ria<\/strong>, a l\u2019escola, i 4 d\u2019ESO<\/strong> i 2 de Batxillerat <\/strong>o CFGM<\/strong>, a l\u2019institut. A grans trets, doncs, 6 d\u2019escola i 6 d\u2019institut<\/strong>.<\/p>\n

Aquests agrupaments mai no s\u00f3n arbitraris; almenys d\u2019entrada, responen a la intenci\u00f3 d\u2019adaptar-se a les etapes \u00abnaturals\u00bb del creixement i maduraci\u00f3 intel\u00b7lectual i ps\u00edquica de l\u2019alumnat, d\u2019acord amb la idea de l\u2019educaci\u00f3 com un recorregut progressiu<\/strong>, de menys a m\u00e9s, tant pel que fa a l\u2019edat com als continguts curriculars. Talment hi ha tamb\u00e9 elements del propi ideari educatiu que incideixen en aquest proc\u00e9s per tal d\u2019orientar-lo cap a l\u2019assoliment dels objectius establerts. I si resulta que des de l\u2019ideari no s\u2019ha llegit b\u00e9 la realitat sobre la qual s\u2019aplica, llavors l\u2019invent se\u2019n va en orris. Altrament dit, si pensem, per exemple, que mai no s\u2019ha d\u2019obligar els infants a aprendre a multiplicar, perqu\u00e8 creiem que for\u00e7ar-los afecta negativament la seva estabilitat emocional, perqu\u00e8 estem conven\u00e7uts que ja n\u2019aprendran pel seu compte o perqu\u00e8 considerem que aprendre a multiplicar no \u00e9s important, el que passar\u00e0 aleshores, simplement, ser\u00e0 que ning\u00fa aprendr\u00e0 a multiplicar.<\/p>\n

Ten\u00edem, doncs, que a l\u2019actual sistema educatiu s\u2019est\u00e0 sis anys a l\u2019escola i sis a l\u2019Institut. Per\u00f2 a Catalunya, sempre tan educativament innovadora<\/strong>, aix\u00f2 t\u00e9 data de caducitat. De fet, ja ha caducat.<\/p>\n

Ja fa un temps que els experts educatius \u00e0ulics catalans van detectar que del pas de l\u2019escola a l\u2019institut poden sorgir greus traumes, d\u2019aquells que deixen seq\u00fceles ps\u00edquiques indelebles: canvi de companys, canvi de mestres a professors, agrupaci\u00f3 per mat\u00e8ries o assignatures i, atenci\u00f3, correcci\u00f3 de les errades amb bol\u00edgraf vermell (!). I ara! On s\u2019\u00e9s vist aix\u00f2? \u00abCorregir\u00bb i \u00abvermell\u00bb<\/strong>: un c\u00f2ctel demon\u00edac. Per\u00f2 que no hav\u00edem quedat en reintroduir socialment \u00able bon sauvage<\/em>\u00bb del gran Rousseau<\/strong>? I ara que ja quasi ho ten\u00edem, ai las, se\u2019n van a l\u2019institut, els posen en un aulari i els fan seure, callar i prestar atenci\u00f3 a unes explicacions que no els interessen per a res… Fatalment traum\u00e0tic per a qualsevol \u00e9sser amb un m\u00ednim de sensibilitat.<\/p>\n

I \u00e9s que els docents de Secund\u00e0ria, no se sap per quins set sous, segueixen encara pensant, en ple segle XXI \u2013quines coses, oi?-, que a l\u2019escola es va a aprendre a llegir i escriure i a entendre all\u00f2 que es llegeix i s\u2019escriu, a sumar, restar, multiplicar i dividir, a m\u00e9s d\u2019altres fac\u00e8cies que, com \u00e9s ben sabut, en res ajudaran a l\u2019estabilitat emocional de la mainada. I, \u00e9s clar, despr\u00e9s de sis anys retallant papallones de cartolina i fent rotllanes<\/strong>, practicant l\u2019ortografia \u00abnatural\u00bb, preparant la festa del solstici d\u2019hivern, el Carnestoltes i les col\u00f2nies d\u2019estiu, resulta que no els ha quedat temps per a res m\u00e9s<\/strong>. I de comprensi\u00f3 lectora i aritm\u00e8tica elemental no \u00e9s que vagin precisament sobrats, sin\u00f3 tr\u00e0gicament faltats. El trauma est\u00e0 servit<\/strong>. Com es pot posar remei a una aital aberraci\u00f3?<\/p>\n

El Departament d\u2019Educaci\u00f3 ja fa anys que t\u00e9 la soluci\u00f3, i l\u2019ha anada\u00a0 \u00abimplementant\u00bb -ai, aquesta paraula taumat\u00fargica- al llarg dels darrers anys, fins convertir-la en una realitat. Per\u00f2, compte, aqu\u00ed res no \u00e9s el que sembla<\/strong>. No s\u2019ha intervingut ni s\u2019ha fet res per tal de garantir que a Prim\u00e0ria s\u2019ensenyi i s\u2019aprengui el que se suposa que hi correspon. No. Tot just al rev\u00e9s. Qui fa el que no toca \u00e9s l\u2019institut. L\u2019aposta ha estat suavitzar i alentir aquesta transici\u00f3 tan pertorbadora perllongant l\u2019estada dels alumnes al centre de Prim\u00e0ria durant tota l\u2019ESO. \u00c9s a dir, convertir l\u2019ESO en una extensi\u00f3 de la Prim\u00e0ria. D\u2019aix\u00f2 se\u2019n diu instituts-escola<\/strong>.<\/p>\n

\u00c9s a dir, en ess\u00e8ncia, escoles de Prim\u00e0ria que organitzen i imparteixen ESO sota el model i els criteris de Prim\u00e0ria<\/strong>, als quals s\u2019han d\u2019adaptar els professors de Secund\u00e0ria que els cau la dissort d\u2019un institut-escola com a destinaci\u00f3: projectes, \u00e0mbits, aprenentatge per descobriment, flipped classroom, <\/em>aules que semblen espais habilitats per a una revetlla, pantalles i tota mena d\u2019experiments pedag\u00f2gics a dojo. Aix\u00ed els alumnes no s\u2019adonaran que han canviat d\u2019etapa. Aix\u00f2, com a m\u00ednim, cal recon\u00e8ixer que ho estan aconseguint.<\/p>\n

Cal afegir tamb\u00e9 que el professor de Secund\u00e0ria destinat a un institut-escola est\u00e0 en una situaci\u00f3 no solament pitjor professionalment, sin\u00f3 tamb\u00e9 laboralment. Professionalment, pel control inquisitorial comissionat per a la detecci\u00f3 i erradicaci\u00f3 de tota possible desviaci\u00f3 her\u00e8tica de l\u2019ortod\u00f2xia pedagogista<\/strong>; laboralment, perqu\u00e8 no \u00e9s estrany que se\u2019ls posi l\u2019horari de Prim\u00e0ria -si reclama, queda assenyalat- i jornada lectiva partida. Aix\u00f2 per no parlar dels mestres de Prim\u00e0ria que imparteixen ESO, cosa que \u00e9s manifestament il\u00b7legal, amb l\u2019entusiasta complaen\u00e7a de l\u2019Administraci\u00f3. Un aut\u00e8ntic territori comanxe..<\/strong>.<\/p>\n

… I un pas de gegant cap a la primaritzaci\u00f3 de la Secund\u00e0ria i la culminaci\u00f3 del somni humit tan llargament cobejat pels pedagogistes i algun sindicat: el cos \u00fanic docent<\/strong>. Tant hi fa que sigui amb els claustres i les fam\u00edlies en contra. Nocturnitat i llei de l\u2019embut. I diem que aquesta \u00e9s l\u2019aposta perqu\u00e8, ho sento, no veure-ho \u00e9s ser orb: ja fa anys que la pr\u00e0ctica totalitat de centres de \u00abnova\u00bb creaci\u00f3 s\u00f3n exclusivament instituts-escola. Des que ERC t\u00e9 la Conselleria. S\u00ed, ERC ja no hi \u00e9s, cert, per\u00f2 hi ha alguna difer\u00e8ncia?<\/p>\n

I per acabar-ho d\u2019adobar, a l\u2019ideari pedagogista \u00abdogm\u00e0tic\u00bb se li afegeix l\u2019inter\u00e8s economicista \u00abpragm\u00e0tic\u00bb:<\/strong> hi ha davallada demogr\u00e0fica i for\u00e7a aules de Prim\u00e0ria ja fa temps que s\u2019estan buidant d\u2019alumnes. El mateix efecte, com \u00e9s obvi, s\u2019est\u00e0 projectant sobre la Secund\u00e0ria. Per\u00f2 no, en comptes d\u2019aprofitar-ho per posar ordre tant a Prim\u00e0ria com a Secund\u00e0ria i, per exemple, abaixar les r\u00e0tios, el que s\u2019est\u00e0 fent \u00e9s tancar l\u00ednies de centres p\u00fablics, a Prim\u00e0ria i a Secund\u00e0ria. Mentrestant, se segueix convocant oposicions de Prim\u00e0ria. A on aniran a parar \u00e9s prou clar: al cos \u00fanic docent hi sobren els de Secund\u00e0ria<\/strong>.<\/p>\n

Potser s\u00ed que comen\u00e7ar el Batxillerat amb deu anys era prematur. No dic pas que no. Se\u2019ns tractava com adults quan ni tan sols \u00e9rem adolescents. I probablement en certs casos fos traum\u00e0tic. \u00a0Per\u00f2 d\u2019aix\u00f2 ja fa molts anys, \u00e9s aigua passada. I si resulta que ara la cosa va de tractar els adolescents i adults com a infants, doncs qu\u00e8 voleu que us digui: per a aquest viatge no calien alforges.<\/p>\n

Potser s\u00ed que a alguns se\u2019ls va robar la infantesa. Per\u00f2 allargar indefinidament l\u2019estada de les futuribles generacions adultes al Neverland<\/em> de Peter Pan \u00e9s robar-los el futur.<\/strong> A Neverland<\/em> el temps no corre; al nostre m\u00f3n s\u00ed. Si arribes massa aviat, sempre et pots esperar; si arribes massa tard, has perdut el tren.<\/p>\n

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

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

Vaig comen\u00e7ar el batxillerat amb 10 anys. Hav\u00edem deixat enrere l\u2019escola i vam passar de ser els grans dels petits a convertir-nos en els petits dels grans. Tot un ritual de tr\u00e0nsit. Nous companys, nous professors, nous estudis… \u00c9s clar que sempre hi ha qui prefereix ser cap de sardina que cua de rap…<\/p>\n","protected":false},"author":4,"featured_media":30385,"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":[312,3436,3437,3438,1943],"class_list":["post-30343","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-batxillerat","tag-institut-escola","tag-neverland-ca","tag-primaria-ca","tag-secundaria-ca"],"yoast_head":"\nInstituts-Escola: el Neverland educatiu catal\u00e0 - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Vaig comen\u00e7ar el batxillerat amb 10 anys. 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