{"id":33022,"date":"2026-02-19T08:53:22","date_gmt":"2026-02-19T07:53:22","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=33022"},"modified":"2026-02-19T08:53:39","modified_gmt":"2026-02-19T07:53:39","slug":"educacio-entre-escil%c2%b7la-i-caribdis","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/educacio-entre-escil%c2%b7la-i-caribdis\/","title":{"rendered":"Educaci\u00f3: entre Escil\u00b7la i Caribdis"},"content":{"rendered":"

Detall de la pintura d’Odisseu enfrontant-se a l’elecci\u00f3 entre Escil\u00b7la i Caribdis per Henry Fuseli, 1794\u00a0 <\/strong><\/p>\n

 <\/p>\n

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

\"\"<\/p>\n

 <\/p>\n

Andreu Navarra<\/strong><\/a><\/p>\n

 <\/p>\n

El passat 16 de setembre de 2025, la Fundaci\u00f3 Bofill<\/strong> ens sorprenia a Barcelona amb un gir inesperat: a la seva primera roda de premsa del nou curs denunciava que els curr\u00edculums escolars havien de ser m\u00e9s simples i \u201cclars\u201d<\/strong>, i sobretot havien d’aportar molts m\u00e9s detalls sobre quines havien de ser les habilitats necess\u00e0ries per tal<\/strong> d\u2019assolir un nivell desitjable<\/strong> de comprensi\u00f3 lectora<\/strong>. Molts no ens ho pod\u00edem pas creure: impl\u00edcitament, es reconeixien dos fets d\u2019altra banda ja massa evidents: que els curr\u00edculums competencials mostraven defici\u00e8ncies \u00f2bvies, i que el \u201cnivell\u201d, el fam\u00f3s \u201cnivell\u201d, s\u00ed que havia baixat, o almenys no era el m\u00e9s desitjable o era d’alguna manera preocupant. I aix\u00f2 no implicava que l’emissor s’hagu\u00e9s convertit en alguna furiosa secta neofeixista o que s’hagu\u00e9s tornat un monstre de sadisme. Aquesta constataci\u00f3 trencava amb d\u00e8cades de negacionisme del problema educatiu a Catalunya<\/strong>, per\u00f2 ens caldr\u00e0 anar una mica m\u00e9s lluny si volem descobrir les motivacions reals d’aquest gir ideol\u00f2gic camale\u00f2nic.<\/p>\n

Ni David Bowie<\/strong> hauria estat m\u00e9s h\u00e0bil amb a la disfressa. Per dir-ho d’alguna manera simple, sembla que el populisme pedagogista<\/strong> ha entrat definitivament en crisi, at\u00e8s que els seus defensors medi\u00e0tics han fet el rid\u00edcul una vegada i una altra a la televisi\u00f3 auton\u00f2mica, i aquest rid\u00edcul, unit al frac\u00e0s evident de la pol\u00edtica lomloista, pot haver provocat que el radicalisme competencial<\/strong> ja no resulti atractiu en un context de crispaci\u00f3 p\u00fablica, o pot significar tamb\u00e9 que, simplement, el sectarisme comprensivista i neorroussoni\u00e0<\/strong> hagi deixat de resultar rendible. Si es confirm\u00e9s aquesta nova direcci\u00f3, podr\u00edem evolucionar cap a una situaci\u00f3 nova que requeriria dos tipus d’alertes.<\/p>\n

\"\"
Pintura d’Odisseu (completa) enfrontant-se a l’elecci\u00f3 entre Escil\u00b7la i Caribdis, dos monstres de la mitologia grega que representen un dilema entre dos perills inevitables. Henry, Fuseli, 1794 \/ Wikimedia<\/figcaption><\/figure>\n

En primer lloc, haur\u00edem de redoblar els nostres esfor\u00e7os per extirpar de la nostra legislaci\u00f3 tot el dispositiu de domini social economicista que coneixem sota el r\u00e8tol de \u201ccompetencialisme\u201d. L’educaci\u00f3 ultrautilit\u00e0ria <\/strong>que ha devastat les nostres escoles no \u00e9s nom\u00e9s que no se sostingui en un discurs p\u00fablic m\u00ednimament presentable, sin\u00f3 que a m\u00e9s ja ha perdut la coartada presumptament progressista. El que \u00e9s progressista \u00e9s, efectivament, ensenyar a llegir i a escriure i aritm\u00e8tica b\u00e0sica els nostres alumnes de Prim\u00e0ria, sense deixar ning\u00fa enrere redoblant recursos; i all\u00f2 progressista \u00e9s tamb\u00e9 construir una secund\u00e0ria cultural i cient\u00edfica, sense la qual \u00fanicament l’elit econ\u00f2mica t\u00e9 acc\u00e9s a llocs de treball de qualitat i governan\u00e7a, reproduint-se a si mateixa lliurement a trav\u00e9s de la degradaci\u00f3 intencionada de la ciutadania. Altrament dit, l’escola competencial provoca una desigualtat tal que acaba resultant insuportable per a qualsevol sistema democr\u00e0tic; i aix\u00f2 \u00e9s el que ha passat als Estats Units, on la dictadura del neomedievalisme<\/strong>, el militarisme imperialista, el terror autoritari, la pulsi\u00f3 de su\u00efcidi social i l’odi m\u00e9s primitiu han pres el control de la naci\u00f3.<\/p>\n

Concloguem, doncs, que la fase competencial \u00e9s el pr\u00f2leg per a la instauraci\u00f3 d’una reacci\u00f3 testicular i neoautorit\u00e0ria encara m\u00e9s perillosa que el seu proemi desconstructiu. La ranc\u00fania contra l’esquerra foucaultiana obre el pas a la dreta foucaultiana, \u00e9s a dir, l’antiliberalisme pur i dur dels irracionalistes que es devoren llan\u00e7ats els uns contra els altres a la gran selva del posthumanisme<\/strong>. I aquesta doctrina tradicionalista i autorit\u00e0ria \u00e9s la que no podem deixar que s’instauri un cop hagin acabat de caure tots els miratges i prestidigitacions del nihilisme postmodern.<\/p>\n

Per tant, quin cam\u00ed haur\u00edem de prendre? El de l\u2019equilibri democr\u00e0tic. El cam\u00ed passa per redemocratitzar els claustres, instaurar el pluralisme metodol\u00f2gic, abandonar la satanitzaci\u00f3 de la mem\u00f2ria (i de la literatura i de la filosofia i de la lectura de llibres i de la ci\u00e8ncia racional), confiar en el transmissivisme did\u00e0ctic<\/strong> i el b\u00e9 que ens pugui aportar a mitj\u00e0 i llarg termini, abandonant el solucionisme digital<\/strong> i el pensament m\u00e0gic pedagogista<\/strong>. Treballant per a i per la realitat social concreta, no per als somnis lucratius, els esquemes maniqueus, ni les propostes profef\u00f2biques, ni les utopies desconstructives.<\/p>\n

Tot aquell m\u00f3n negacionista ha de quedar enrere, per\u00f2 evitant una Restauraci\u00f3 neoimperialista<\/strong>. I aix\u00f2 si arribem a la conclusi\u00f3 que ens interessa a tots continuar vivint en una democr\u00e0cia, per a la qual \u00e9s indispensable certa dosi d’utopia habermasiana, \u00e9s a dir, certa vocaci\u00f3 de republicanisme igualitari sostingut per una ciutadania responsable i ben informada. El que hem de restaurar \u00e9s la ra\u00f3 dialog\u00edstica, no la \u201cLlei del M\u00e9s Fort\u201d en un m\u00f3n totalment desregulat. Tot aix\u00f2 si no hem decidit ja continuar degradant els nostres espais p\u00fablics deliberatius per immolar-nos seguint desitjos mil\u00b7lenaristes i autodestructius. Hem de decidir a partir d’avui si ens volem enfonsar m\u00e9s en malsons d’irrealitat i acabar enfangats en un camp sembrat d’odi o comencem a fer l’enorme esfor\u00e7 de reinterpretaci\u00f3 human\u00edstica que fa d\u00e8cades que el nostre sistema educatiu reclama a crits. La temptaci\u00f3 autorit\u00e0ria<\/strong> (la de deb\u00f2, la trumpiana, no el fantasma imaginari dels logsistes) comen\u00e7ar\u00e0 a ser poderosa a partir d’ara, quan comenci a resultar rendible per als gurus de la il\u00b7lustraci\u00f3 fosca a imitaci\u00f3 del continent americ\u00e0 i es completi la metamorfosi d’alguns antics capdavanters del carisma neocapitalista.<\/p>\n

\n

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

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

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