{"id":32789,"date":"2026-01-21T08:49:23","date_gmt":"2026-01-21T07:49:23","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=32789"},"modified":"2026-01-22T08:40:33","modified_gmt":"2026-01-22T07:40:33","slug":"la-martingala-de-la-jornada-escolar-partida-i-lescola-convent","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-martingala-de-la-jornada-escolar-partida-i-lescola-convent\/","title":{"rendered":"La martingala de la jornada escolar partida i l\u2019escola-convent"},"content":{"rendered":"<p>Imatge creada per IA<\/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-8678\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-150x150.jpg\" sizes=\"(max-width: 70px) 100vw, 70px\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-150x150.jpg 150w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-100x100.jpg 100w\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/twitter.com\/XmaSecundaria\" target=\"_blank\" rel=\"noopener\"><strong>Xavier Mass\u00f3<\/strong><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Hi ha una s\u00e8rie d\u2019institucions i <em>lobbies<\/em> (para)educatius que no descansen des del mateix dia que el Departament (aleshores) d\u2019Ensenyament va autoritzar que els instituts que aix\u00ed ho decidissin \u2013per majoria al consell escolar del centre i amb el vot ponderat dels diferents sectors que hi s\u00f3n representats- <strong>podien optar per la jornada continuada o compactada<\/strong> \u2013jornada lectiva nom\u00e9s pel mat\u00ed; compte, no jornada laboral del professorat-. Al llarg dels darrers anys la campanya a favor de la imposici\u00f3 for\u00e7osa de <strong>la jornada lectiva partida \u2013classes mat\u00ed i tarda- ha anat <em>in crescendo<\/em>,<\/strong> fins a convertir-se en una mena d\u2019obsessi\u00f3 malaltissa. S\u2019hi juguen molt, \u00e9s clar. Fins i tot el Departament d\u2019Educaci\u00f3 sembla haver-se\u2019n contagiat \u2013per cert que molt a gust- i tot indica que nom\u00e9s est\u00e0 esperant el millor moment per a revocar la jornada continuada reimplantar l\u2019obligatorietat de l\u2019horari lectiu de mat\u00ed i tarda. <strong>Tot el dia a l\u2019institut, de nou a sis<\/strong>.<\/p>\n<p>Els arguments que s\u2019han anat adduint s\u00f3n d\u2019all\u00f2 m\u00e9s variat, des dels m\u00e9s carrinclons fins als presumptament avalats per estudis \u00abcient\u00edfics\u00bb. Que si els alumnes dinen tard i aix\u00f2 repercuteix en la seva salut, que si van adormits pel mat\u00ed, que si per la tarda no s\u00f3n al centre els pervertiran v\u00edctimes de males influ\u00e8ncies -el mal sempre aguaita, per\u00f2 nom\u00e9s fora de l\u2019escola, segons sembla- i l\u2019institut ha de ser una mena de guarderia d\u2019adolescents; que si la \u00abcomunitat educativa\u00bb i les fam\u00edlies s\u00f3n contr\u00e0ries a la jornada continuada i als \u00fanics que els va b\u00e9 \u00e9s als professors&#8230; Fins i tot, en un aut\u00e8ntic arrauxament que voreja el <em>del\u00edrium tremens<\/em>, s\u2019arriba a justificar la jornada lectiva de mat\u00ed i tarda en ares a la \u00abracionalitzaci\u00f3\u00bb hor\u00e0ria i la conciliaci\u00f3 familiar i autonomia de l\u2019alumne, una aut\u00e8ntica <em>contradictio in termini<\/em> &#8230; com si depengu\u00e9s dels horaris escolars i no dels laborals&#8230; Vaja, que ni autonomia de centre ni punyetes, classes pel mat\u00ed i per la tarda i s\u2019ha acabat el br\u00f2quil&#8230; Que no aprenguin i que acad\u00e8micament sigui contraproduent no sembla que importi massa; el que hi facin tampoc; l\u2019\u00fanic que compta \u00e9s que estiguin a l\u2019institut.<\/p>\n<p>Per\u00f2 despr\u00e9s resulta que per poc que tinguem en compte que la majoria d\u2019instituts tenen actualment jornada continuada, doncs, la veritat, no sembla que la \u00abcomunitat educativa\u00bb ni les fam\u00edlies hi estiguin pas tan en contra: si llurs representants al consell escolar del centre hi voten a favor \u2013no oblidem que es requereix el vot ponderat- ser\u00e0 perqu\u00e8 no els sembla tan malament; \u00e9s un proc\u00e9s ben democr\u00e0tic i participatiu, i si q\u00fcestionem aix\u00f2, estem q\u00fcestionant els carreus de la democr\u00e0cia participativa. De fet, els conflictes que s\u2019han produ\u00eft han anat tothora en sentit contrari: quan el Departament, pr\u00e0cticament sense previ av\u00eds, ha <strong>reconvertit precipitadament instituts en instituts-escola<\/strong> i els ha prohibit seguir amb la jornada continuada, les fam\u00edlies s\u2019hi ha manifestat en contra. Curi\u00f3s, oi? Hi ha hagut for\u00e7a saraus en aquest sentit. O \u00e9s que potser l\u2019autonomia de centre nom\u00e9s serveix per a votar servilment les directrius d\u2019un Departament que funciona al dictat dels <strong><em>lobbies<\/em> pedagocr\u00e0tics<\/strong>? Per cert, no deixa de ser sorprenent que en aquests temps d\u2019alumnocentrisme, ning\u00fa no els ho hagi preguntat als alumnes&#8230;<\/p>\n<p>D\u2019altra banda, els fets s\u00f3n prou tossuts. Sabem que les classes de tarda eren un infern \u2013convivencial i clim\u00e0tic- i que amb la jornada continuada els actes disruptius i d\u2019indisciplina dels alumnes, que s\u2019esdevenien majorit\u00e0riament a les tardes, van disminuir significativament; que si molts alumnes van adormits de bon mat\u00ed a classe no es perqu\u00e8 s\u2019hagin llevat a les set, sin\u00f3 perqu\u00e8 han estat fins a altes hores de la matinada a la seva habitaci\u00f3 jugant amb l\u2019ordinador, el m\u00f2bil i a xarxes; que amb la jornada continuada tenen m\u00e9s temps per a poder-lo dedicar a activitats extra-escolars, al lleure i que han d\u2019aprendre a administrar-se el seu temps \u2013estem parlant d\u2019adolescents que ben aviat seran adults-; que els resultats acad\u00e8mics, en el pitjor dels casos, es mantenen \u2013el nostre model educatiu no est\u00e0 per miracles, per\u00f2 s\u00ed per a gur\u00fas, sembla ser-&#8230; I, en definitiva, que <strong>un institut no \u00e9s un internat, ni un convent ni una comuna hippy<\/strong>.<\/p>\n<p>Per\u00f2 no, de res no serveix argumentar amb evid\u00e8ncies. Perqu\u00e8 tot el que s\u2019addueix en favor de la jornada partida no \u00e9s sin\u00f3 el transsumpte de l\u2019aut\u00e8ntic <em>leitmotiv<\/em>, inconfessat i inconfessable: la seva concepci\u00f3 de fons del que ha de ser un sistema educatiu i la funci\u00f3 que dins aquest model se li adjudica a l\u2019escola p\u00fablica per part de la <strong>ingenieria social hegem\u00f2nica<\/strong>,, una funci\u00f3 que no \u00e9s precisament la de transmetre coneixements, sin\u00f3 la de guarderia i, ja que hi som, adoctrinament. Aquest \u00e9s el perqu\u00e8 de tot plegat, de la martingala que s\u2019estan muntant. L\u2019important \u00e9s que estiguin a l\u2019institut, qu\u00e8 hi facin no t\u00e9 cap import\u00e0ncia.<\/p>\n<p>I tenim un problema, perqu\u00e8 en aquest leitmotiv convergeixen \u00e0vidament dues pulsions perillos\u00edssimes per a l\u2019ensenyament p\u00fablic: <strong>el pedagogisme i l\u2019afany de lucre<\/strong>. \u00a0En el cas del pedagogisme, l\u2019objectiu \u00e9s prou obvi: el control de la totalitat dels processos de l\u2019alumnat, tot convertint els instituts en <em>reservoirs <\/em>d\u2019adolescents. En el cas de l\u2019afany de lucre, i molt especialment en una educaci\u00f3 cada cop m\u00e9s mercantilitzada, nom\u00e9s cal pensar en empreses de c\u00e0tering i de lleure, que en ficar les seves urpes a l\u2019escola tenen la possibilitat de cooptar una clientela captiva. Ho tenen a la privada i ho volen a la p\u00fablica. I el model escolar que s\u2019adiu amb aquestes dues pulsions en aut\u00e8ntica afinitat electiva \u00e9s el de<strong> l\u2019escola-convent<\/strong>: escola a temps complet, aix\u00f2 s\u00ed, amb\u00a0 pedagogs fent de comissaris espirituals en comptes de frares, i amb perm\u00eds de pernocta, almenys per ara: tot al seu temps.<\/p>\n<p>Ho deia fa ben poc l\u2019antrop\u00f2leg Manuel Delgado en un twit \u201c<em>Fa por el poder que estan assolint els pedagogs i la seva d\u00e8ria en convertir les criatures en escolars a temps complet. A les criatures i a tothom<\/em>\u201d.<\/p>\n<p>Quanta rao t\u00e9! Nom\u00e9s cal afegir-hi l\u2019oportunitat de negoci i el c\u00f2ctel est\u00e0 servit.<\/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>Hi ha una s\u00e8rie d\u2019institucions i lobbies (para)educatius que no descansen des del mateix dia que el Departament (aleshores) d\u2019Ensenyament va autoritzar que els instituts que aix\u00ed ho decidissin \u2013per majoria al consell escolar del centre i amb el vot ponderat dels diferents sectors que hi s\u00f3n representats- podien optar per la jornada continuada o compactada \u2013jornada lectiva nom\u00e9s pel mat\u00ed; compte, no jornada laboral del professorat-.<\/p>\n","protected":false},"author":4,"featured_media":32858,"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":[3935,3936,3934,3937],"class_list":["post-32789","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-jornada-continuada","tag-lescola-convent","tag-lobbies-pedagocratics","tag-martingala"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La martingala de la jornada escolar partida i l\u2019escola-convent - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Hi ha una s\u00e8rie d\u2019institucions i lobbies (para)educatius que no descansen des del mateix dia que el Departament (aleshores) d\u2019Ensenyament va autoritzar que els instituts que aix\u00ed ho decidissin \u2013per majoria al consell escolar del centre i amb el vot ponderat dels diferents sectors que hi s\u00f3n representats- podien optar per la jornada continuada o compactada \u2013jornada lectiva nom\u00e9s pel mat\u00ed; 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