{"id":31857,"date":"2025-12-04T08:49:04","date_gmt":"2025-12-04T07:49:04","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=31857"},"modified":"2025-12-04T08:49:21","modified_gmt":"2025-12-04T07:49:21","slug":"la-societat-catalana-com-a-jutge-perdonara-el-crit-de-fuenteovejuna-a-les-aules","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-societat-catalana-com-a-jutge-perdonara-el-crit-de-fuenteovejuna-a-les-aules\/","title":{"rendered":"La societat catalana com a jutge, perdonar\u00e0 el crit de Fuenteovejuna a les aules?"},"content":{"rendered":"

Lope de Vega: Vzpoura l\u00e1sky (Fuente Ovejuna), re\u017eie Pavel Khek, fotografie Petr Chodura, inscenace Divadla na Vinohradech, 2023. \/ Petr Chodura_Wikipedia<\/a><\/p>\n

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

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Alba Urban<\/strong><\/a><\/p>\n

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La situaci\u00f3 laboral del professorat a Catalunya<\/strong> ha arribat a un punt cr\u00edtic que exigeix \u200b\u200bno nom\u00e9s reflexi\u00f3, sin\u00f3 una resposta col\u00b7lectiva ferma. Lluny de la ret\u00f2rica institucional basada en la necessitat de pedagogies innovadores i del benestar emocional de l’alumnat \u2014mai del professorat, ja que sembla que no sent ni pateix a ulls de l’administraci\u00f3\u2014, la realitat quotidiana dels docents es caracteritza per un deteriorament sistem\u00e0tic de les seves condicions de treball. Retallades salarials<\/strong> mai no revertides, abs\u00e8ncia d’actualitzacions retributives<\/strong> d’acord amb el cost de la vida[1], increment sostingut de la c\u00e0rrega burocr\u00e0tica i manca de transpar\u00e8ncia<\/strong> en la presa de decisions aix\u00ed com de democr\u00e0cia<\/strong> als centres educatius conformen un escenari que vulnera no nom\u00e9s drets laborals b\u00e0sics, sin\u00f3 tamb\u00e9 la qualitat de l’educaci\u00f3 que el sistema diu defensar.<\/p>\n

A aix\u00f2 s’hi afegeix un problema estructural que cap administraci\u00f3 aborda amb valentia: la creixent indisciplina a les aules<\/strong> i la proliferaci\u00f3 d’agressions verbals i fins i tot f\u00edsiques<\/strong> cap al professorat i entre alumnes. Aquestes din\u00e0miques, lluny de constituir episodis a\u00efllats, s’han normalitzat com a s\u00edmptoma de la fragilitat institucional dels centres. Mentrestant, els curr\u00edculums d’ESO i de Batxillerat, buidats de contingut i sotmesos a reformes improvisades, impedeixen consolidar aprenentatges s\u00f2lids. En resum, s’exigeix \u200b\u200bm\u00e9s al professorat i, tanmateix, se li ofereix menys: menys recursos, menys temps, menys reconeixement i, en molts casos, menys protecci\u00f3.<\/p>\n

Des d’una perspectiva acad\u00e8mica, aquesta situaci\u00f3 no \u00e9s \u00fanicament un conflicte laboral; \u00e9s un problema pol\u00edtic<\/strong> en el sentit m\u00e9s profund del terme. Car l’afebliment estructural de la professi\u00f3 docent implica l’afebliment d’una de les bases de la democr\u00e0cia: l’escola p\u00fablica. Sense estabilitat, autoritat, formaci\u00f3 ni benestar professional, cap sistema educatiu no pot aspirar a l’equitat ni a l’excel\u00b7l\u00e8ncia.<\/p>\n

\u00c9s en aquest context quan Fuenteovejuna<\/em><\/strong> de Lope de Vega<\/strong> adquireix una resson\u00e0ncia singular. L\u2019obra retrata un poble sotm\u00e8s per l\u2019ab\u00fas sistem\u00e0tic del Comendador<\/em>, representant d\u2019un poder arbitrari, desp\u00f2tic i ali\u00e8 al b\u00e9 com\u00fa. La resposta col\u00b7lectiva \u2013el c\u00e8lebre \u201cFuenteovejuna, se\u00f1or<\/em>\u201d\u2013 no \u00e9s nom\u00e9s un acte de resist\u00e8ncia: \u00e9s l’afirmaci\u00f3 pol\u00edtica d’una comunitat<\/strong> que reconeix que la seva superviv\u00e8ncia dep\u00e8n de la unitat.<\/p>\n

Tot i aix\u00f2, el moment m\u00e9s significatiu arriba al final de la pe\u00e7a, quan els Reis Cat\u00f2lics han de jutjar el poble. Lluny de condemnar-lo, els reis perdonen Fuenteovejuna<\/em> perqu\u00e8 comprenen que la rebel\u00b7li\u00f3 no neix del caos ni de la barb\u00e0rie, sin\u00f3 de la just\u00edcia. Entenen que un poble sencer no pot conspirar per cometre un crim injustificat, i perceben que la seva pr\u00f2pia legitimitat com a governants dep\u00e8n d’escoltar, protegir i emparar els qui han estat v\u00edctimes de la tirania. La just\u00edcia, a Lope, no consisteix a castigar el rebel, sin\u00f3 en entendre all\u00f2 que l’ha obligat a rebel\u00b7lar-se<\/strong>.<\/p>\n

En aquesta lectura, la met\u00e0fora contempor\u00e0nia \u00e9s clara. El professorat catal\u00e0 \u00e9s avui aquest poble, emp\u00e8s a una resist\u00e8ncia for\u00e7ada per un sistema que abusa de la seva paci\u00e8ncia, del seu temps i de la seva professionalitat. I la societat \u00e9s qui ocupa el paper dels reis, ja que \u00e9s el conjunt de la ciutadania qui ha de decidir si escolta o condemna, si compr\u00e8n o ignora, si valida les reivindicacions docents o les deslegitima. La societat catalana ha d’entendre \u2014com van entendre els reis de Lope\u2014 que la rebel\u00b7li\u00f3 del professorat<\/strong> no \u00e9s un caprici, sin\u00f3 un acte de responsabilitat davant d’un sistema educatiu que s’esquerda.<\/p>\n

Aquesta interpretaci\u00f3 adquireix encara m\u00e9s sentit quan s’observen exemples recents de mobilitzaci\u00f3 d’\u00e8xit, especialment a Euskadi, on el professorat ha demostrat com la uni\u00f3 transforma all\u00f2 que sembla impossible. Aix\u00ed, el 2023, les vagues educatives<\/strong> van aconseguir millores en r\u00e0tios i recursos. Per\u00f2 ha estat durant aquest any quan el paral\u00b7lelisme amb Fuenteovejuna<\/em> s’ha tornat m\u00e9s evident: despr\u00e9s de nou jornades de vaga i una pressi\u00f3 sostinguda, el professorat va aconseguir un acord hist\u00f2ric: reducci\u00f3 de c\u00e0rrega lectiva, incorporaci\u00f3 de centenars de nous professionals, millores salarials acumulades, estabilitzaci\u00f3 del personal inter\u00ed i compromisos reals de desburocratitzaci\u00f3. Tot aix\u00f2 va ser possible perqu\u00e8 la comunitat docent va actuar<\/strong> \u2014literalment\u2014 com un sol cos, pronunciant a l’un\u00edson i de manera f\u00e8rria un \u201cFuenteovejuna, se\u00f1or<\/em>\u201d contemporani.<\/p>\n

Aquest contrast \u00e9s especialment pertinent per a Catalunya, ja que el professorat no pot lluitar tot sol<\/strong>. A l’obra de Lope, el poble ven\u00e7 perqu\u00e8 actua unit, per\u00f2 tamb\u00e9 perqu\u00e8 els reis decideixen escoltar-lo. Sense aquest reconeixement final, la just\u00edcia no hauria estat possible. Avui aquesta figura regia l’encarna la societat. S\u00f3n les fam\u00edlies, els ciutadans, les institucions i els mitjans els qui han de decidir si avalen la precaritzaci\u00f3 docent o si es posicionen al costat dels que sostenen el dret a una educaci\u00f3 p\u00fablica i de qualitat.<\/p>\n

No n’hi ha prou de simpatitzar en silenci: cal un pronunciament clar<\/strong>, un suport expl\u00edcit, una pressi\u00f3 col\u00b7lectiva<\/strong> que impedeixi a les administracions continuar ignorant el que \u00e9s evident. Perqu\u00e8, igual que a Fuenteovejuna<\/em>, la just\u00edcia no arribar\u00e0 per in\u00e8rcia. Arribar\u00e0 quan la comunitat sencera \u2014professorat, alumnat i societat\u2014 entengui que defensar els docents \u00e9s defensar el futur del pa\u00eds. I quan arribi aquest dia, les administracions no tindran m\u00e9s opci\u00f3 que recon\u00e8ixer la legitimitat de la rebel\u00b7li\u00f3 i treballar per dignificar la professi\u00f3 dels que sostenen l’educaci\u00f3 p\u00fablica i, amb ella, la qualitat democr\u00e0tica del pa\u00eds.<\/p>\n

\u00c9s hora que la societat catalana parli. \u00c9s hora que ens unim i cridem fort, sense ambig\u00fcitats, \u201cFuenteovejuna, se\u00f1or<\/em>\u201d.<\/p>\n

___<\/p>\n

[1] Vegeu el recent estudi Retribucions dels professors de secund\u00e0ria a Catalunya: una situaci\u00f3 insostenible<\/a><\/span>.<\/em><\/p>\n

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

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