{"id":32000,"date":"2025-12-05T08:51:18","date_gmt":"2025-12-05T07:51:18","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=32000"},"modified":"2025-12-05T08:51:43","modified_gmt":"2025-12-05T07:51:43","slug":"les-darreres-innovacions-pedagogiques-o-el-poble-de-les-tres-mentides","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/les-darreres-innovacions-pedagogiques-o-el-poble-de-les-tres-mentides\/","title":{"rendered":"Les darreres innovacions pedag\u00f2giques o el poble de les tres mentides"},"content":{"rendered":"

Foto:\u00a0\u00a0Gerd Altmann<\/a> –\u00a0Pixabay<\/a><\/p>\n

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

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Pedro L\u00f3pez Tolosana<\/strong><\/a><\/p>\n

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Un dels grans m\u00e8rits del pedagogisme<\/strong> \u00e9s haver aconseguit que les seves t\u00e8cniques d’elecci\u00f3 s’anomenin “innovadores”, enfront a les “tradicionals”<\/strong>, i aix\u00ed poder sortir amb avantatge. Aquest fet recorda la tradicional dita lleidatana: Quin \u00e9s el poble de les tres mentides? Doncs resulta ser Vilanova de la Barca, que no \u00e9s vila, ni \u00e9s nova, ni t\u00e9 barca. Naturalment, quan va ser fundada era nova, i probablement tingu\u00e9s barca, si m\u00e9s no, de riu en t\u00e9. Ning\u00fa va parar a pensar que amb el temps aquell nom perdria actualitat. Doncs b\u00e9, el terme “Escola Nova<\/strong>“, nascut a finals del segle XIX ha patit el mateix dest\u00ed. Si ens ho mirem en termes paleontol\u00f2gics, \u00e9s molt recent, si ens ho mirem en termes d’evoluci\u00f3 t\u00e8cnica, doncs ja no tant. \u00c9s com si a l’aspirina<\/strong>, coet\u00e0nia, li digu\u00e9ssim “la pastilla nova<\/strong>“. La paraula “nova” ens transmet autom\u00e0ticament unes sensacions falses<\/strong> respecte a les “innovacions pedag\u00f2giques”. La sensaci\u00f3 real hauria de ser com la de quan passem pel cor del casc antic de qualsevol ciutat i llegim “Carrer Nou” a una placa situada entre pedres erosionades pels anys.<\/p>\n

Totes aquestes pedagogies s\u00f3n b\u00e0sicament la mateixa cosa, si m\u00e9s no en la manera que els professors les implementen a l’aula: els alumnes fan m\u00e9s coses per ells mateixos. Diuen tenir com a base el constructivisme,<\/strong> que en resum ve a dir que els humans anem construint el nostre coneixement interior a base de crear i reformular esquemes mentals. De fet, aquestes \u00abnoves\u00bb pedagogies s\u00f3n una interpretaci\u00f3 err\u00f2nia d’aquest constructivisme: Entre que l’alumne vagi construint els seus esquemes mentals en el proc\u00e9s d’aprenentatge, i que sigui l’alumne qui hagi de dirigir aquest proc\u00e9s, hi ha un abisme.<\/p>\n

Hi ha unes quantes t\u00e8cniques pedag\u00f2giques d’opci\u00f3 d’aquest moviment que s’autoanomena innovador que tenen els seus anyets. Per a descobrir-ne algunes nom\u00e9s cal entrar a la web del projecte “Ludus<\/strong>“. All\u00e0 descobriran que n\u2019hi ha ni m\u00e9s ni menys que 800 tipus de magn\u00edfica pedagogia innovadora a triar<\/strong>, fet que per s\u00ed sol irremeiablement porta a pensar en el redescobriment de les sopes d\u2019all. Quin grau de novetat tenen aquest corrents? Doncs agafem alguns dels m\u00e9s reeixits a nivell de comercialitzaci\u00f3. A l’aprenentatge basat en projectes li posa nom el pedagog estatunidenc William Heard Kilpatrick<\/strong>, amb la publicaci\u00f3 del seu llibre The Project Method<\/em>, el 1918<\/strong>, el mateix any que el sintonitzador de r\u00e0dio. Ara vist, fa set anys es podria haver celebrat 100\u00e8 l’aniversari de la seva creaci\u00f3. La Maria Montessori<\/strong> comen\u00e7a a aplicar el seu m\u00e8tode al 1907<\/strong>, que vol dir que tamb\u00e9 se’ns ha passat la celebraci\u00f3 secular, i la primera escola Waldorf<\/strong> es funda el 1919<\/strong> a Stuttgart, amb alumnes de fam\u00edlies obreres que treballaven a la f\u00e0brica de cigarretes Waldorf-Astoria. Tamb\u00e9 ens quedem sense celebraci\u00f3. Per ser honestos, escriurem que un dels corrents va sortir el 2002, l’escola lenta, una mena d’anti-McDonalds educatiu, que potser per la seva mateixa natura s’ho va prendre amb calma.<\/p>\n

Per\u00f2 aix\u00f2 \u00e9s ser generosos amb la seva edat. Respecte a les seves revolucion\u00e0ries aportacions, tenim, per exemple, la import\u00e0ncia que se li atorga a l’educaci\u00f3 emocional<\/strong>, com quelcom que hagu\u00e9s passat desapercebut fins ara. Com la resta, aquesta gran idea no \u00e9s m\u00e9s que un aspecte al que se li dona m\u00e9s o menys import\u00e0ncia en funci\u00f3 de la cultura que rodeja el sistema educatiu. De fet, Plat\u00f3<\/strong>, fa uns 2500 anys, explicava que al fill major dels reis perses, quan feia catorze anys, el deixaven en mans de quatre eunucs: el m\u00e9s savi, el m\u00e9s just, el m\u00e9s moderat i el m\u00e9s valent. El m\u00e9s moderat, en concret, l’ensenyava a “fer-se amo de les seves passions”.<\/p>\n

Respecte al \u00abnou\u00bb paradigma educatiu, la proposta estrella s\u00f3n les anomenades compet\u00e8ncies b\u00e0siques<\/strong>. A partir del conegut informe Delors<\/strong>, (“L’Educaci\u00f3 amaga un tresor”, en la l\u00ednia de les magnific\u00e8ncies) encarregat per la UNESCO i publicat el 1996, es van establir uns principis educatius on es proposaven quatre pilars de l’educaci\u00f3: aprendre a con\u00e8ixer, aprendre a fer, a prendre a conviure i aprendre a \u00e9sser<\/strong>. Un no deixa mai de preguntar-se quants munts de diners es dediquen a fer aquests informes. La reflexi\u00f3 experta \u00e9s necess\u00e0ria, per\u00f2 fa la sensaci\u00f3 que es donen moltes voltes en cercle per arribar al pa\u00eds de Pero Grullo. Per posar un exemple antic de la conceptualitzaci\u00f3 de compet\u00e8ncia, en les seves Lletres a Lucili, fa un parell de milers d’anys, S\u00e8neca<\/strong> es queixava de que “No aprenem per a la vida, sin\u00f3 per a l’escola”, un informe Delors a la romana sense subvencions europees. D\u2019aquest debat pedag\u00f2gic sobre la participaci\u00f3 i esfor\u00e7 de l\u2019alumne en podr\u00edem trobar a tota la hist\u00f2ria, com a m\u00ednim des dels grecs, sense gaire esfor\u00e7. Serveixi com exemple paradigm\u00e0tic el cas de Michel de Montaigne<\/strong>, al renaixement, que va ser una esp\u00e8cie d\u2019experiment (molt reeixit, el secret de la qual cosa, aprofitem per dir-ho, va ser la m\u00e0 de recursos destinats) amb la instrucci\u00f3 de tota mena de pedagogies que avui considerar\u00edem tradicionals o innovadores.<\/p>\n

De manera coherent, a la nova avaluaci\u00f3 paradigm\u00e0tica se l\u2019anomena \u00abproves de compet\u00e8ncies b\u00e0siques” que es passen a tots els instituts i escoles en moments concrets de les etapes educatives. Actualment es fan de les tres lleng\u00fces, de matem\u00e0tiques i de tecnologia. Els de les lleng\u00fces natives consisteixen b\u00e0sicament en comprensi\u00f3 lectora i escriptura, que inclou l’ortografia. Els de la llengua estrangera, en una prova amb els cl\u00e0ssics listenings, readings, i writings. Les matem\u00e0tiques, consisteixen en problemes matem\u00e0tics, \u00e9s clar. En definitiva, aquesta \u00e9s la novetat de l\u2019avaluaci\u00f3 competencial: comprensions lectores i problemes matem\u00e0tics.<\/p>\n

Hem comen\u00e7at amb una dita lleidatana i acabarem amb un altra universal: Tot plegat, m\u00e9s vell que l\u2019anar a peu<\/strong>.<\/p>\n

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

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

Un dels grans m\u00e8rits del pedagogisme \u00e9s haver aconseguit que les seves t\u00e8cniques d’elecci\u00f3 s’anomenin “innovadores”, enfront a les “tradicionals”, i aix\u00ed poder sortir amb avantatge. Aquest fet recorda la tradicional dita lleidatana: Quin \u00e9s el poble de les tres mentides? Doncs resulta ser Vilanova de la Barca, que no \u00e9s vila, ni \u00e9s nova, ni t\u00e9 barca.<\/p>\n","protected":false},"author":4,"featured_media":32086,"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":[2527,3722,1113,1464],"class_list":["post-32000","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-constructivisme","tag-innovacions-pedagogiques","tag-pedagogisme","tag-pedagogismo-ca"],"yoast_head":"\nLes darreres innovacions pedag\u00f2giques o el poble de les tres mentides - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Un dels grans m\u00e8rits del pedagogisme \u00e9s haver aconseguit que les seves t\u00e8cniques d'elecci\u00f3 s'anomenin "innovadores", enfront a les "tradicionals", i aix\u00ed poder sortir amb avantatge. Aquest fet recorda la tradicional dita lleidatana: Quin \u00e9s el poble de les tres mentides? Doncs resulta ser Vilanova de la Barca, que no \u00e9s vila, ni \u00e9s nova, ni t\u00e9 barca.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/les-darreres-innovacions-pedagogiques-o-el-poble-de-les-tres-mentides\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Les darreres innovacions pedag\u00f2giques o el poble de les tres mentides - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"Un dels grans m\u00e8rits del pedagogisme \u00e9s haver aconseguit que les seves t\u00e8cniques d'elecci\u00f3 s'anomenin "innovadores", enfront a les "tradicionals", i aix\u00ed poder sortir amb avantatge. 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