{"id":32466,"date":"2026-01-12T08:37:53","date_gmt":"2026-01-12T07:37:53","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=32466"},"modified":"2026-01-13T08:54:49","modified_gmt":"2026-01-13T07:54:49","slug":"despotisme-academic-la-revolucio-educativa-incompleta","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/despotisme-academic-la-revolucio-educativa-incompleta\/","title":{"rendered":"Despotisme acad\u00e8mic: la revoluci\u00f3 educativa incompleta"},"content":{"rendered":"<p>Imatge generada mitjan\u00e7ant\u00a0IA<\/p>\n<p>&nbsp;<\/p>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><strong><img decoding=\"async\" class=\"alignleft wp-image-24771\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2025\/02\/Oriol-Corcoll-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2025\/02\/Oriol-Corcoll-150x150.jpg 150w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2025\/02\/Oriol-Corcoll-180x180.jpg 180w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2025\/02\/Oriol-Corcoll.jpg 200w\" sizes=\"(max-width: 70px) 100vw, 70px\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/x.com\/uri_japan\" target=\"_blank\" rel=\"noopener\"><strong>Oriol Corcoll Arias<\/strong><\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>En algunes de les escoles que encara avui es podrien etiquetar com a &#8220;bones&#8221; a nivell internacional \u2014i cal dir-ho sense ironia: aquelles que realment s&#8217;ho creuen, que han constru\u00eft una pedagogia seriosa i que formen mestres per nodrir curiositat, no per administrar continguts\u2014 el perfil de l&#8217;aprenent \u00e9s expl\u00edcit: curiositat sempre al davant, coratge enfront de la incertesa, aprendre a no ser governat intel\u00b7lectualment.<\/p>\n<p>No deixa de ser estrany quan es posa aquesta escena al costat de l&#8217;experi\u00e8ncia escolar p\u00fablica a Catalunya \u2014aquella que tothom critica. Per\u00f2 la sensaci\u00f3 encara \u00e9s m\u00e9s inquietant quan es contrasta amb l&#8217;experi\u00e8ncia universit\u00e0ria general: un conjunt de <em>gatekeepers<\/em> que castiguen exactament les disposicions que l&#8217;escola havia identificat com a millors. I no es tracta d&#8217;una ruptura violent o d&#8217;un tall net. El que fan \u00e9s m\u00e9s fi i m\u00e9s efectiu: administren c\u00e0stig i desincentiu fins que l&#8217;adult apr\u00e8n a convertir la curiositat en prud\u00e8ncia, el risc en silenci, i l&#8217;exploraci\u00f3 en una imitaci\u00f3 segura del c\u00e0non. Cal recon\u00e8ixer el problema: hi ha docents de batalla, aut\u00e8ntics partisans educatius, perdent temps i for\u00e7a \u2014lluitant amb les armes de la Il\u00b7lustraci\u00f3 mentre a la rereguarda la universitat ja ha pactat amb el despotisme. Cal, doncs, derrotar l&#8217;acad\u00e8mic-minotaure: aquell que, des de la negror pestilent del laberint estructural, destrueix la fresca innoc\u00e8ncia del curi\u00f3s.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Quan el rigor esdev\u00e9 despotisme<\/strong><\/p>\n<p>La paradoxa \u00e9s que la universitat hauria de ser el lloc natural on aquest subjecte salvador ple de curiositat per l&#8217;aprenentatge rep les eines i l&#8217;espai per desplegar-se plenament, per saber-se llum. El canvi social seria aix\u00ed segur! Per\u00f2 sovint l\u2019academia opera com una forma de &#8220;despotisme il\u00b7lustrat&#8221; adaptat al coneixement: tot per la ra\u00f3, per\u00f2 sense els qui aprenen. La f\u00f3rmula cl\u00e0ssica ho captura amb crueltat: &#8220;Everything for the people, nothing by the people&#8221;. Traducci\u00f3 al campus: \u201cvolem excel\u00b7l\u00e8ncia, innovaci\u00f3 i pensament cr\u00edtic\u2026 per\u00f2 no un lliure decidir qu\u00e8 \u00e9s innovaci\u00f3; ni interpretacions externes a la gram\u00e0tica del rigor; ni propostes per al refor\u00e7 del marc.&#8221; Fet i fet, nom\u00e9s \u00e9s marc el que permet mantenir posicions i salaris. Cal preguntar-se: en quin moment i per quina ra\u00f3 es torna la noble determinaci\u00f3 a la curiositat en una amena\u00e7a? La resposta \u00e9s inc\u00f2moda per\u00f2 clara: uns tenen feina ensenyant cap al futur; els altres, mantenint el passat intacte. I una cosa nega l&#8217;altra. Hi ha, doncs, una separaci\u00f3 irreconciliable entre l&#8217;escola i la universitat?<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Gatekeeping<\/em> i inversi\u00f3 de valors<\/strong><\/p>\n<p>Parlar de <em>gatekeepers<\/em> en l&#8217;entorn acad\u00e8mic \u00e9s referir-se a coses molt concretes: revisi\u00f3 per parells, comit\u00e8s, tribunals, avaluacions, cultura de criteris impl\u00edcits. I aix\u00f2 est\u00e0 estudiat. La recerca sobre <em>peer review<\/em> mostra que sovint s&#8217;assumeix la seva efic\u00e0cia m\u00e9s del que es demostra amb dades \u00e0mplies, i discuteix errors d&#8217;omissi\u00f3 \u2014innovacions rebutjades\u2014 i altres disfuncions del filtre.<\/p>\n<p>Estudis mostren que la revisi\u00f3 tendeix a afavorir recerca quan est\u00e0 ben situada dins la literatura existent. \u00c9s a dir: s&#8217;incentiva &#8220;exploraci\u00f3&#8221;\u2026 per\u00f2 del que ja s&#8217;ha explorat. La novetat que no parla l&#8217;idioma del c\u00e0non \u00e9s percebuda com a perill, no com a coneixement. Aix\u00f2 \u00e9s extracci\u00f3 de plusv\u00e0lua intel\u00b7lectual: l&#8217;escola produeix estudiants cr\u00edtics i curiosos, i la universitat s&#8217;apropia del prestigi d&#8217;haver-los format mentre els neutralitza perqu\u00e8 no alterin l&#8217;ordre.<\/p>\n<p>Aqu\u00ed \u00e9s on la intu\u00efci\u00f3 es torna diagn\u00f2stic, on tot all\u00f2 pel qual es lluita a les aules, al carrer i als sindicats \u00e9s arrabassat. La curiositat \u2014virtut escolar\u2014 a la universitat \u00e9s llegida com &#8220;dispersi\u00f3&#8221; o &#8220;manca de focus&#8221;. El risc \u2014virtut escolar\u2014 \u00e9s llegit com &#8220;imprud\u00e8ncia&#8221; o &#8220;massa ambici\u00f3&#8221;. El canvi de marc \u2014virtut inquiry\u2014 \u00e9s llegit com &#8220;falta de rigor&#8221; o &#8220;no pertinen\u00e7a disciplin\u00e0ria&#8221;. I la dial\u00e8ctica i obertura s\u00f3n llegides com &#8220;no tenir una narrativa coherent&#8221;.<\/p>\n<p>La recerca mostra la &#8220;tensi\u00f3 essencial&#8221; entre la demanda professional de productivitat i l&#8217;impuls cap a innovaci\u00f3 arriscada: les estrat\u00e8gies d&#8217;alt risc tendeixen a ser menys prevalents i m\u00e9s sovint ignorades, tot i que poden donar impactes extraordinaris. Equips petits tendeixen a fer recerca m\u00e9s &#8220;disruptiva&#8221;, mentre que equips grans tendeixen a &#8220;desenvolupar&#8221; idees existents. Traducci\u00f3 institucional: els entorns que premien seguretat i escala tendeixen a desincentivar el tipus de disrupci\u00f3 que l&#8217;inquiry promet.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vict\u00f2ria escolar, derrota universit\u00e0ria<\/strong><\/p>\n<p>Aquest \u00e9s l&#8217;element m\u00e9s urgent i dolor\u00f3s: hi ha activisme, innovaci\u00f3 i comprom\u00eds pedag\u00f2gic a les etapes inicials, prou s&#8217;est\u00e0 veient des de fa temps, per\u00f2 el circuit s&#8217;interromp quan arriba el moment de certificaci\u00f3 i reproducci\u00f3. A qui se li acudiria podar \u2014amb dos dits de front\u2014 el branquill\u00f3 quan la llavor just germina? Es pret\u00e9n conquerir la Il\u00b7lustraci\u00f3 a l&#8217;aula, per\u00f2 es deixa intacte el despotisme al centre de poder.<\/p>\n<p>Aix\u00f2 no \u00e9s nom\u00e9s injust; \u00e9s ineficient hist\u00f2ricament. Perqu\u00e8 si el m\u00f3n exigeix, de manera asimpt\u00f2tica, m\u00e9s capacitat d&#8217;interpretar incertesa, m\u00e9s complexitat, m\u00e9s transdisciplinaritat, no es pot permetre que la instituci\u00f3 que concentra el capital simb\u00f2lic del coneixement funcioni com un mecanisme de domesticaci\u00f3.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Revoluci\u00f3<\/strong><\/p>\n<p>Per\u00f2 primer cal dir-ho sense embuts: \u00e9s imperatiu entendre que mentre al nivell inferior els professors s&#8217;esbatussen, els acad\u00e8mics s&#8217;ho miren encantats, disfrutant del misdirection. El truc \u00e9s perfecte: tothom mira l&#8217;aula revolucion\u00e0ria i ning\u00fa veu la instituci\u00f3 que despr\u00e9s la desactiva.<\/p>\n<p>Tot plegat exigeix alguna cosa m\u00e9s radical: un dret institucional al risc, a l\u2019ambici\u00f3. Sense un dret a equivocar-se amb arguments, la curiositat \u00e9s mera propaganda. Postureig. Freire ho clava: l&#8217;educaci\u00f3 alliberadora s\u00f3n &#8220;actes de cognici\u00f3&#8221;, no transfer\u00e8ncies d&#8217;informaci\u00f3. Per\u00f2 si es volen actes de cognici\u00f3 reals, cal avaluar traject\u00f2ries, no nom\u00e9s productes. El sistema ha de premiar iteraci\u00f3: com i per qu\u00e8 es canvia d&#8217;hip\u00f2tesi, com es gestiona incertesa, com es fa expl\u00edcit el cam\u00ed, no nom\u00e9s si la conclusi\u00f3 agrada al tribunal.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>No s&#8217;ha acabat<\/strong><\/p>\n<p>En definitiva, qualsevol persona que lluiti per una educaci\u00f3 prim\u00e0ria de qualitat ha de, simult\u00e0niament, exigir garanties que tot all\u00f2 conquerit a l&#8217;aula no ser\u00e0 arrabassat al campus. Sense aquesta coher\u00e8ncia institucional, l&#8217;activisme pedag\u00f2gic es converteix en aire. La lluita \u00e9s i ser\u00e0 incompleta mentre no es connecti el que s&#8217;ensenya \u2014curiositat i risc\u2014 amb el que es recompensa \u2014conformitat i prud\u00e8ncia. L&#8217;\u00fanica revoluci\u00f3 que val \u00e9s la integral: del curr\u00edculum infantil fins als mecanismes de reproducci\u00f3 acad\u00e8mica. Cal una imatge nova per a aquesta revoluci\u00f3: no la Llibertat guiant al poble amb la bandera tricolor, sin\u00f3 el Coneixement guiant al docent \u2014amb els llibres oberts, les disciplines com a ponts, i la instituci\u00f3 que finalment reconeix que serveix per orientar, no per expulsar. I llavors s\u00ed: la curiositat genuina deixar\u00e0 de ser un esl\u00f2gan <em>a la hashtag<\/em> i es convertir\u00e0 en una forma de vida intel\u00b7lectual amb futur, una via real per al canvi social.<\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>En algunes de les escoles que encara avui es podrien etiquetar com a &#8220;bones&#8221; a nivell internacional \u2014i cal dir-ho sense ironia: aquelles que realment s&#8217;ho creuen, que han constru\u00eft una pedagogia seriosa i que formen mestres per nodrir curiositat, no per administrar continguts\u2014 el perfil de l&#8217;aprenent \u00e9s expl\u00edcit: curiositat sempre al davant, coratge enfront de la incertesa, aprendre a no ser governat intel\u00b7lectualment.<\/p>\n","protected":false},"author":4,"featured_media":32549,"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":[3831,3861,1126,3860,1052],"class_list":["post-32466","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-despotisme-academic","tag-gatekeeping","tag-illustracio","tag-revolucio","tag-revolucion"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Despotisme acad\u00e8mic: la revoluci\u00f3 educativa incompleta - Educational Evidence<\/title>\n<meta name=\"description\" content=\"En algunes de les escoles que encara avui es podrien etiquetar com a &quot;bones&quot; a nivell internacional \u2014i cal dir-ho sense 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