{"id":32748,"date":"2026-01-30T08:42:28","date_gmt":"2026-01-30T07:42:28","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=32748"},"modified":"2026-02-02T09:01:23","modified_gmt":"2026-02-02T08:01:23","slug":"sobre-el-marc-de-competencia-digital-docent-en-ia-de-la-generalitat-de-catalunya","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/sobre-el-marc-de-competencia-digital-docent-en-ia-de-la-generalitat-de-catalunya\/","title":{"rendered":"Sobre el marc de compet\u00e8ncia digital docent en IA de la Generalitat de Catalunya"},"content":{"rendered":"

Detall de la coberta del document Compet\u00e8ncia digital docent en intel\u00b7lig\u00e8ncia artificia<\/a>l<\/em>. \/ Generalitat de Catalunya. Departament d\u2019Educaci\u00f3 i Formaci\u00f3 Professional<\/p>\n

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

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Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/span><\/p>\n

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La intel\u00b7lig\u00e8ncia artificial<\/strong> (IA) va entrar a l\u2019escola sense passar per secretaria. No va demanat perm\u00eds al claustre ni va esperar cap decret. Simplement hi \u00e9s a classe, o a les llars dels nostres estudiants. I als seus dispositius digitals. Davant d\u2019aix\u00f2, i en un ecosistema on els marcs i recomanacions proliferen, arribant al punt on la sobreinformaci\u00f3 desinforma, el Departament d\u2019Educaci\u00f3 i Formaci\u00f3 Professional de la Generalitat de Catalunya ha fet un esfor\u00e7 d\u2019ordenar, definir i delimitar conceptes i \u00e0mbits d\u2019actuaci\u00f3 i, d\u2019altra banda, aixecar una barana normativa competencial. Aix\u00ed neix la Compet\u00e8ncia Digital Docent en Intel\u00b7lig\u00e8ncia Artificial<\/a><\/span>.<\/p>\n

No \u00e9s un curr\u00edculum. No hauria de ser cap imposici\u00f3. No \u00e9s, de moment, cap requisit. \u00c9s un marc. Una nova guia i una declaraci\u00f3 d\u2019intencions. S\u2019agraeix, vagi pel davant. I tamb\u00e9, cal dir-ho, un intent clar de refredar entusiasmes tecnout\u00f2pics, o tecnosolucionistes, abans que facin m\u00e9s mal que b\u00e9. I, segurament, tamb\u00e9 ser\u00e0 un urticant per a tecn\u00f2fobs.<\/p>\n

El document regalima una idea central que el travessa de dalt a baix: la IA no \u00e9s neutra.<\/strong> No \u00e9s (nom\u00e9s) una m\u00e0quina innocent, no \u00e9s una simple eina digital m\u00e9s (Laba, 2025). \u00c9s una tecnologia d\u2019\u00fas general, amb capacitat de condicionar decisions, processos educatius i relacions humanes<\/strong>. Es descuida, potser no pot fer-ho un document oficial, donar una mica de canya a tots els grans interessos econ\u00f2mics creats que hi ha darrera del temacle<\/em> de la IA. Per aix\u00f2 cal formar els docents. Estigueu alerta en no ser vosaltres el producte. Per\u00f2 caldria formar-los de veritat, no nom\u00e9s amb ret\u00f2rica o amb consideracions gen\u00e8riques.<\/p>\n

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Qu\u00e8 proposa exactament<\/h3>\n

La proposta s\u2019estructura en quatre grans dimensions: comprensi\u00f3 i \u00fas segur de la IA, \u00e8tica i visi\u00f3 humanista, pedagogia amb IA i desenvolupament professional<\/strong>. Tot plegat desplegat en tres nivells progressius: b\u00e0sic, intermedi i avan\u00e7at. \u00bfUna escala pensada perqu\u00e8 cada docent pugui situar-se, sense sentir-se expulsat del sistema? Pensem que no \u00e9s el mateix la prim\u00e0ria que la secund\u00e0ria, o la formaci\u00f3 professional (FP).<\/p>\n

Les refer\u00e8ncies s\u2019esmenten, s\u00f3n clares i reconeixibles: UNESCO, marcs competencials europeus, DigCompEdu. El document no inventa res de nou, per\u00f2 sintetitza (una feinada, amb tot el que s\u2019ha escrit…) i adapta molt. Per moments \u00e9s nom\u00e9s una traducci\u00f3 acurada dels marcs internacionals al context catal\u00e0, amb un accent normatiu i institucional. Hi ha m\u00e9s aviat prud\u00e8ncia.<\/p>\n

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Els punts forts del model<\/h3>\n

Sota el meu parer, el primer gran encert \u00e9s conceptual: separar l\u2019an\u00e0lisi de la IA de la compet\u00e8ncia digital docent (CDD) general<\/strong>. No tot \u00e9s \u201csaber emprar eines\u201d. La IA introdueix riscos, opacitats i dilemes \u00e8tics a un nivell quantitatiu que no existia abans. Tractar-la com un artefacte o una extensi\u00f3 menor hauria estat un error greu. No obstant, caldr\u00e0 integrar aquest document en la CDD, m\u00e9s clarament. A tota bona an\u00e0lisi cal sumar una s\u00edntesi.<\/p>\n

El segon encert \u00e9s l\u2019obsessi\u00f3, militant, com no hauria de ser d\u2019una altra manera, per la seguretat<\/strong>. Protecci\u00f3 de dades, biaixos algor\u00edtmics, al\u00b7lucinacions, transpar\u00e8ncia, rendici\u00f3 de comptes. El document insisteix que el responsable final sempre \u00e9s hum\u00e0. Veurem qui, per\u00f2 als centres educatius. I aix\u00f2, en temps d\u2019automatitzaci\u00f3 acr\u00edtica, \u00e9s una presa de posici\u00f3 clara. Ara b\u00e9, sovint -ha calat molt- hi ha una antropomorfitzaci\u00f3 en el llenguatge (recordem que la IA no pensa<\/em>, no al\u00b7lucina<\/em>…) que cal vigilar. Per\u00f2 per aix\u00f2 s\u2019incorpora un glossari final: hi ha un esfor\u00e7 ling\u00fc\u00edstic i did\u00e0ctic al document.<\/p>\n

El tercer encert \u00e9s situar l\u2019\u00e8tica<\/strong> com a clau del discurs. No com a annex decoratiu, sin\u00f3 com a dimensi\u00f3 estructural. Ag\u00e8ncia humana, pensament cr\u00edtic, supervisi\u00f3 docent, l\u00edmits a la delegaci\u00f3 i desc\u00e0rrega cognitiva. Aqu\u00ed el missatge \u00e9s inequ\u00edvoc: la IA pot ajudar, per\u00f2 no pot pensar per nosaltres.<\/p>\n

El quart encert \u00e9s pedag\u00f2gic<\/strong>. Abans de parlar d\u2019eines, cal parlar d\u2019objectius d\u2019aprenentatge. Abans de parlar d\u2019automatitzar, establim criteris did\u00e0ctics i professionals. La IA no salva males pr\u00e0ctiques docents. Les fa m\u00e9s visibles. No \u00e9s cap miracle, ni ho solucionar\u00e0 tot<\/a><\/span> (Lara y Magro, 2025).<\/p>\n

Finalment, el document t\u00e9 la virtut de no presentar-se com a definitiu. Es declara obert, revisable, actualitzable. Una raresa en documents oficials. I un gest d\u2019honestedat intel\u00b7lectual.<\/p>\n

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Les ombres inevitables<\/h3>\n

Per\u00f2 no tot s\u00f3n virtuts. El primer problema \u00e9s la densitat<\/strong>. El document \u00e9s una mica llarg, conceptualment exigent pels no iniciats i ple de terminologia. Glossaris, indicadors, marcs de compet\u00e8ncia creuats. A molts centres, simplement no hi haur\u00e0 temps ni energia per digerir-lo. Es pot fer bola. Hi ha algun bon esquema que pot ajudar, potser fent una evoluci\u00f3 gr\u00e0fica Pokemon, com el fam\u00f3s caramel\u00b7let del marc de la CDD<\/a><\/span>.<\/p>\n

El segon problema \u00e9s l\u2019abs\u00e8ncia d\u2019obligatorietat<\/strong>. Sense acreditaci\u00f3, sense incentius clars i sense vinculaci\u00f3 directa a una carrera professional definida, el risc \u00e9s evident: que nom\u00e9s el llegeixin els conven\u00e7uts. O els obligats per la seva situaci\u00f3.<\/p>\n

El tercer problema penso apareix al nivell avan\u00e7at. Mentoria, lideratge institucional, creaci\u00f3 d\u2019eines, definici\u00f3 de protocols. Tot sona molt raonable. Per\u00f2 tot molt poc realista<\/strong> sense hores, recursos i reconeixement clar. El document pressuposa un docent amb marge estructural, amb possibilitat de progressi\u00f3 (hi hauria desc\u00e0rrega lectiva pels avan\u00e7ats?) i de temps a la seva vida, quelcom que sovint no existeix. Hi ha un punt ut\u00f2pic.<\/p>\n

El quart problema \u00e9s la confian\u00e7a excessiva en la formaci\u00f3 individual<\/strong>. Sense una arquitectura sist\u00e8mica s\u00f2lida, la responsabilitat recau sempre en el mateix lloc: de nou el docent motivat. I aix\u00f2 desgasta. La gent \u00e9s cansa, \u00e9s molt hum\u00e0 el m\u00ednim esfor\u00e7 en el comportament (Zipf, 1949).<\/p>\n

Ara b\u00e9, hauria d\u2019haver-hi el dret a no emprar la IA<\/strong>, a l\u2019objecci\u00f3 de consci\u00e8ncia<\/strong>. Ni que sigui perqu\u00e8 la reducci\u00f3 del seu \u00fas, com d\u2019altres tecnologies, \u00e9s bona del nostra planeta. Que cada professional decideixi dins de la seva especialitat. No \u00e9s el mateix a les mat\u00e8ries de tecnologia o a FP, que a d\u2019altres mat\u00e8ries o nivells educatius.<\/p>\n

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Un missatge final<\/h3>\n

Lligat amb el que esmentava abans, \u00e9s cert que el document no diu \u201cfeu servir IA\u201d, m\u00e9s aviat \u201csapigueu qu\u00e8 feu quan la feu servir\u201d. No promet miracles. Adverteix riscos. No ven futur, i potser intenta regular un present molt divers. Potser aqu\u00ed rau el seu valor principal. En un context d\u2019euf\u00f2ria tecnol\u00f2gica, aquest marc no aplaudeix amb les orelles. Observa. No accelera. Frena una mica. I en educaci\u00f3, aix\u00f2 no \u00e9s conservadorisme. \u00c9s responsabilitat<\/strong>.<\/p>\n

Finalment, tenim una paradoxa: es parla molt de pedagogia amb IA<\/em> en un sistema educatiu que encara no disposa, de manera generalitzada, d\u2019infraestructures d\u2019IA educativa robustes, auditables i pr\u00f2pies. Podrem treballar, per exemple, amb models de llenguatge propis, lliures i d\u2019acc\u00e9s obert, en local? Ens podrem alliberar de les grans empreses que ens comencen a fagocitar el sistema educatiu? Cal molta visi\u00f3. Perspectiva a llarg termini. Hi ha poca realitat operativa cap a la independ\u00e8ncia de les multinacionals.<\/p>\n

Docents, teniu lectura per a la reflexi\u00f3. Potser a Setmana Santa, quan tinguem m\u00e9s temps. Com a penit\u00e8ncia al data\u00edsme<\/em>.<\/p>\n

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Refer\u00e8ncies:<\/strong><\/h6>\n

Generalitat de Catalunya (2025). Compet\u00e8ncia digital docent en intel\u00b7lig\u00e8ncia artificial<\/em>. https:\/\/educacio.gencat.cat\/web\/.content\/home\/departament\/publicacions\/monografies\/mon-digital\/competencia-digital-docent-intelligencia-artificial\/competencia-docent-ia.pdf<\/a><\/p>\n

Laba, N. (2025). AI is not a tool. AI & Society<\/em>. https:\/\/doi.org\/10.1007\/s00146-025-02784-y<\/a><\/p>\n

Lara, T. y Magro, C. (2025). IA y educaci\u00f3n. Una relaci\u00f3n con costuras. <\/em>Madrid: Trama Editorial. Biblioteca Digital Journey.<\/p>\n

Zipf, G.K. (1949). Human Behavior And The Principle Of Least Effort<\/em>. Cambridge, MA: Addison-Wesley. https:\/\/archive.org\/details\/in.ernet.dli.2015.90211<\/a><\/p>\n

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

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