{"id":31228,"date":"2025-11-26T08:40:24","date_gmt":"2025-11-26T07:40:24","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=31228"},"modified":"2025-11-26T08:40:34","modified_gmt":"2025-11-26T07:40:34","slug":"la-proteccio-de-dades-del-professorat-en-lera-google-una-questio-de-sobirania-digital","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-proteccio-de-dades-del-professorat-en-lera-google-una-questio-de-sobirania-digital\/","title":{"rendered":"La protecci\u00f3 de dades del professorat en l\u2019era Google: una q\u00fcesti\u00f3 de sobirania digital"},"content":{"rendered":"

Foto:\u00a0Gerd Altmann<\/a> –\u00a0Pixabay<\/p>\n

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

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

 <\/p>\n

Jordi Collado<\/strong><\/p>\n

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En pocs anys, el Departament d\u2019Educaci\u00f3 de Catalunya ha promogut l\u2019\u00fas generalitzat de\u00a0Google Workspace for Education<\/strong>\u00a0als centres p\u00fablics mitjan\u00e7ant la xarxa XTEC. Gmail, Drive, Classroom i Meet s\u2019han presentat com a eines per modernitzar la gesti\u00f3 educativa i millorar la comunicaci\u00f3 amb alumnat i fam\u00edlies.<\/p>\n

Tanmateix, aquesta transformaci\u00f3 comporta conseq\u00fc\u00e8ncies que van m\u00e9s enll\u00e0 de la comoditat i l\u2019efici\u00e8ncia. El professorat \u2014que treballa, comunica i emmagatzema documents dins l\u2019ecosistema de Google\u2014 genera un volum elevat de dades personals i professionals gestionades per una corporaci\u00f3 privada. Aix\u00f2 obre interrogants sobre la\u00a0privacitat, la confidencialitat i la sobirania informacional<\/strong>\u00a0del col\u00b7lectiu docent.<\/p>\n

Segons el Reglament General de Protecci\u00f3 de Dades (UE 2016\/679), Google actua com a \u201cencarregat del tractament\u201d per acord amb el Departament. Tot i aix\u00f2, la depend\u00e8ncia d\u2019una empresa amb interessos comercials globals i seu fora de la Uni\u00f3 Europea \u00e9s estructural. Aquest model impacta tamb\u00e9 en el\u00a0benestar laboral<\/strong>: pot generar sensaci\u00f3 de vigil\u00e0ncia, estr\u00e8s tecnol\u00f2gic i una diluci\u00f3 dels l\u00edmits entre vida laboral i personal. A m\u00e9s, accentua la bretxa digital entre docents segons la seva compet\u00e8ncia tecnol\u00f2gica.<\/p>\n

Com recorda\u00a0Cec\u00edlia Bayo<\/strong>\u00a0en una entrevista a\u00a0Xarxanet<\/em>\u00a0(2023), \u201censenyar a l\u2019escola que hi ha maneres diverses d\u2019entendre les tecnologies \u00e9s essencial\u201d.<\/p>\n

Des de l\u2019Ajuntament de Barcelona,\u00a0Arnau Monterde<\/strong>, director d\u2019Innovaci\u00f3 Democr\u00e0tica, defensa una transformaci\u00f3 digital \u201coberta, col\u00b7laborativa i amb control p\u00fablic efectiu\u201d (Confer\u00e8ncia 4D<\/em>, 2024). Iniciatives com el projecte\u00a0Digital i Democr\u00e0tic<\/strong>\u00a0\u2014impulsat amb Xnet i diverses escoles\u2014 demostren que \u00e9s possible treballar amb\u00a0tecnologies lliures<\/strong>\u00a0com Nextcloud, Moodle o BigBlueButton sense dependre de Google.<\/p>\n

Aquest model es basa en tres principis clau: transpar\u00e8ncia i sobirania tecnol\u00f2gica; \u00fas de programari lliure i dades sota control p\u00fablic; i participaci\u00f3 de la comunitat educativa en el disseny de les eines. Des d\u2019Xnet<\/strong>, es destaca la necessitat de garantir la neutralitat de la xarxa, la protecci\u00f3 de dades i la inviolabilitat de les comunicacions, aix\u00ed com l\u2019auditabilitat dels algoritmes i la transpar\u00e8ncia dels sistemes automatitzats. Segons aquesta organitzaci\u00f3, la lluita per la\u00a0sobirania digital<\/strong>\u00a0\u00e9s tamb\u00e9 una lluita per la\u00a0democr\u00e0cia i pels drets civils<\/strong>\u00a0en l\u2019era digital.<\/p>\n

El\u00a0Pla d\u2019Educaci\u00f3 Digital de Catalunya (PEDC)<\/strong>, impulsat per la Direcci\u00f3 General d\u2019Innovaci\u00f3, Digitalitzaci\u00f3 i Curr\u00edculum, s\u2019ha presentat com una aposta per la modernitzaci\u00f3 tecnol\u00f2gica del sistema educatiu.<\/p>\n

Un altre col\u00b7lectiu que exemplifica les tensions internes d\u2019aquesta transformaci\u00f3 digital \u00e9s el de les\u00a0coordinacions digitals dels centres p\u00fablics<\/strong>. El grup\u00a0Coordinaci\u00f3 Digital de Catalunya en Lluita<\/em>\u00a0denuncia que la massificaci\u00f3 de dispositius, plataformes i projectes digitals no ha anat acompanyada del reconeixement, el temps ni els recursos necessaris per gestionar-los. Segons el seu manifest, la manca de suport t\u00e8cnic i la sobrec\u00e0rrega de tasques posen en risc la qualitat pedag\u00f2gica i accentuen la bretxa entre centres. Aquesta situaci\u00f3 revela una paradoxa: mentre s\u2019inverteixen milions en infraestructures i serveis externs, les condicions de qui ha de sostenir la digitalitzaci\u00f3 sovint resten menystingudes.<\/p>\n

Aquest malestar coincideix amb les den\u00fancies que recull el reportatge d\u2019OCTUVRE (2023)<\/strong>\u00a0\u2014\u201cDigitalitzaci\u00f3 educativa: el negoci d\u2019educar amb dades\u201d<\/em>\u2014, que exposa com el PEDC ha destinat centenars de milions d\u2019euros, bona part provinents dels fons\u00a0Next Generation<\/em>, a projectes i contractes amb grans empreses tecnol\u00f2giques, sense garantir un control p\u00fablic efectiu ni la participaci\u00f3 real del professorat.<\/p>\n

L\u2019informe d\u2019OCTUVRE recull testimonis de docents i coordinadors digitals que alerten de la manca de debat pedag\u00f2gic, de la poca transpar\u00e8ncia en la selecci\u00f3 de prove\u00efdors i de la depend\u00e8ncia creixent de plataformes privades. La digitalitzaci\u00f3, una vegada m\u00e9s, s\u2019ha ent\u00e8s com una q\u00fcesti\u00f3 d\u2019infraestructura, i no com un debat sobre\u00a0sobirania i drets digitals<\/strong>.<\/p>\n

Exemples d\u2019altres territoris mostren que hi ha camins alternatius. A Dinamarca, la migraci\u00f3 gradual de Windows\/Office a Linux\/LibreOffice ha perm\u00e8s reduir la depend\u00e8ncia de corporacions externes i garantir sobirania digital. El projecte\u00a0EducaMadrid<\/strong>\u00a0ofereix serveis de correu, n\u00favol i aula virtual gestionats per la pr\u00f2pia comunitat educativa, respectuosos amb la privacitat. I, a casa nostra, el sindicat de professors\u00a0Secund\u00e0ria Info<\/strong>\u00a0impulsa una aplicaci\u00f3 gratu\u00efta que ofereix recursos al professorat sense recollir dades personals.<\/p>\n

Aquests exemples demostren que \u00e9s possible garantir\u00a0seguretat, transpar\u00e8ncia i sobirania digital<\/strong>\u00a0en l\u2019educaci\u00f3 p\u00fablica. L\u2019experi\u00e8ncia catalana, en canvi, evidencia una digitalitzaci\u00f3 imposada, sovint sense debat p\u00fablic ni avaluaci\u00f3 d\u2019alternatives.<\/p>\n

Per a revertir aquesta situaci\u00f3 cal apostar per programari lliure i serveis p\u00fablics digitals<\/strong>, oferir\u00a0formaci\u00f3 cr\u00edtica del professorat<\/strong>\u00a0en privacitat i sobirania tecnol\u00f2gica, garantir\u00a0transpar\u00e8ncia en les contractacions<\/strong>\u00a0i\u00a0participaci\u00f3 dels docents<\/strong>, i establir\u00a0finan\u00e7ament estable<\/strong>\u00a0per a projectes digitals propis.<\/p>\n

La\u00a0sobirania digital<\/strong>\u00a0\u00e9s tamb\u00e9\u00a0sobirania laboral i institucional<\/strong>. No es tracta nom\u00e9s de decidir amb quines eines treballem, sin\u00f3 de\u00a0qui en defineix l\u2019\u00fas, qui en pateix les conseq\u00fc\u00e8ncies i qui en rep els beneficis<\/strong>. Integrar aquesta dimensi\u00f3 humana i professional \u00e9s essencial per construir una\u00a0digitalitzaci\u00f3 educativa \u00e8tica, democr\u00e0tica i sostenible<\/strong>, on la protecci\u00f3 de dades, el reconeixement del professorat i el control p\u00fablic de la tecnologia avancin conjuntament.<\/p>\n

A m\u00e9s, aquesta manca de sobirania digital no nom\u00e9s afecta l\u2019\u00fas d\u2019aplicacions com Google Workspace, sin\u00f3 que s\u2019est\u00e9n tamb\u00e9 a altres \u00e0mbits de la gesti\u00f3 educativa, com l\u2019\u00fas creixent de dades biom\u00e8triques per al control de pres\u00e8ncia del professorat \u2014una pr\u00e0ctica que planteja greus interrogants legals i \u00e8tics i que analitzarem en el proper article.<\/p>\n

Com advertia\u00a0George Orwell<\/strong>, \u201cqui controla el passat controla el futur; qui controla el present controla el passat\u201d. En l\u2019era digital,\u00a0qui controla les dades \u2014i, per tant, la informaci\u00f3\u2014 tamb\u00e9 condiciona el futur de la nostra educaci\u00f3<\/strong>. La sobirania digital, lluny de ser un luxe tecnol\u00f2gic, \u00e9s una\u00a0q\u00fcesti\u00f3 de llibertat col\u00b7lectiva<\/strong>.<\/p>\n

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Refer\u00e8ncies:<\/h6>\n

Xnet (2023). Neutralitat de la xarxa.<\/em> https:\/\/xnet-x.net\/ca\/eix\/neutralitat-de-la-xarxa\/<\/a>
\nXnet (2023). Institucions que digitalitzin democr\u00e0ticament.<\/em> https:\/\/xnet-x.net\/ca\/institucions-que-digitalitzin-democraticament\/<\/a>
\nUdinmwen, E. (2025). Sobirania digital o desastre digital?<\/em> Yahoo Tech.
\nMonterde, A. (2024). Confer\u00e8ncia 4D: Digitalitzaci\u00f3 Democr\u00e0tica i Drets Digitals.<\/em> Ajuntament de Barcelona.
\nEducaMadrid (2025). Portal institucional.<\/em> https:\/\/www.educa2.madrid.org\/educamadrid\/<\/a>
\nBayo, C. (2023). Ensenyar a l\u2019escola que hi ha maneres diverses d\u2019entendre les tecnologies.<\/em> Xarxanet.
\nApp Secund\u00e0ria Info. https:\/\/www.appbrain.com\/app\/secund%C3%A0ria-info\/info.secundaria.android.secundariainfo<\/a>
\nBigBlueButton. https:\/\/bigbluebutton.org\/<\/a><\/p>\n

Coordinaci\u00f3 Digital de Catalunya en Lluita (2025): Manifest per al reconeixement de la coordinaci\u00f3 digital dels centres p\u00fablics. https:\/\/www.cdcenlluita.com<\/a>
\nOCTUVRE (2023). Digitalitzaci\u00f3 educativa: el negoci d\u2019educar amb dades.<\/em> https:\/\/mailchi.mp\/octuvre\/digitalitzacio<\/a><\/p>\n

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

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