{"id":33624,"date":"2026-03-03T08:54:01","date_gmt":"2026-03-03T07:54:01","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=33624"},"modified":"2026-03-03T08:54:12","modified_gmt":"2026-03-03T07:54:12","slug":"leducacio-en-lagenda-mediatica","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/leducacio-en-lagenda-mediatica\/","title":{"rendered":"L’educaci\u00f3 en l’agenda medi\u00e0tica"},"content":{"rendered":"

Foto:\u00a0Alexa<\/a> –\u00a0Pixabay<\/a><\/p>\n

 <\/p>\n

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

\"\"<\/p>\n

 <\/p>\n

Eva Serra<\/strong><\/p>\n

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Els mitjans de comunicaci\u00f3<\/strong> acostumen a ser recurrents en temes que generen impacte, novetat o pol\u00e8mica. La corrupci\u00f3 o els esc\u00e0ndols sexuals darrerament tan presents al pa\u00eds, els accidents o les cat\u00e0strofes, la desocupaci\u00f3 i el mercat laboral, la inflaci\u00f3 i el consum, l’habitatge o l’agenda pol\u00edtica s\u00f3n aspectes que sovint determinen el cribratge informatiu que consumim di\u00e0riament; per\u00f2 no \u00e9s aquest el cas de l’actualitat del debat educatiu, la qual cosa \u00e9s for\u00e7a preocupant.<\/p>\n

El concepte agenda-setting<\/em> o agenda medi\u00e0tica<\/strong>, sorgit als anys 70 del segle passat a partir dels estudis de Maxwell McCombs<\/strong> i Donald Shaw<\/strong>, ja indicava de quina manera la jerarquia de les not\u00edcies decidides pels mitjans influeix en l’opini\u00f3 p\u00fablica i en la pr\u00f2pia agenda pol\u00edtica, <\/strong>alhora que vehiculen quins temes s\u00f3n m\u00e9s rellevants per a ser publicats. \u00c9s tan important destacar certes tem\u00e0tiques com amagar-ne d’altres, perqu\u00e8 tot aix\u00f2 forneix i modela la nostra percepci\u00f3 sobre la realitat, configura postures ideol\u00f2giques i de pensament, condiciona el nostre vot a les eleccions o gradua quins temes ens han d\u2019interpel\u00b7lar m\u00e9s directament com a individus i com a societat. Tot aix\u00f2 serveix, alhora, perqu\u00e8 el poder situ\u00ef el focus de les seves prioritats on m\u00e9s interessa i es minimitzi all\u00f2 que \u00e9s es considera preferible que passi m\u00e9s desapercebut o que, directament, no aparegui. Talment seria com augmentar o disminuir el volum de la informaci\u00f3, i en certs casos, silenciar-la del tot per all\u00f2 de que el que no apareix als mitjans, no existeix.<\/em> I una cosa aix\u00ed \u00e9s el que est\u00e0 passant amb la informaci\u00f3 educativa: les males dades no existeixen<\/strong> ja que amb prou feines se’n parla. M\u00e9s enll\u00e0 de la fuga\u00e7 publicaci\u00f3\u00a0 dels principals titulars quan apareixen certs informes internacionals, el debat educatiu es difumina, quan no s’apaga directament. Sembla que la caiguda hist\u00f2rica dels nostres alumnes en matem\u00e0tiques o la pitjor comprensi\u00f3 lectora (vegeu estudis<\/a><\/span>), per citar dues compet\u00e8ncies rellevants, no s\u00f3n temes d’inter\u00e8s general<\/strong> que mereixin massa articles d’opini\u00f3, taules d’an\u00e0lisi o intervenci\u00f3 d’experts a tert\u00falies prime time<\/em>.<\/p>\n

Aquest negligiment medi\u00e0tic cap a l’educaci\u00f3, ha estat objecte d\u2019investigaci\u00f3 i se n\u2019ha escrit abastament. Diversos estudis acad\u00e8mics i d’an\u00e0lisi de mitjans apunten, pel que fa a entendre aquesta anomalia democr\u00e0tica, a la manca de periodistes especialitzats en educaci\u00f3, a la dificultat de convertir en digeribles per al gran p\u00fablic les investigacions acad\u00e8miques que es publiquen, a la canviant legislaci\u00f3 i constants reformes que exigeixen un seguiment prolongat i complex per part d’analistes, a la falta d\u2019inter\u00e8s que suscita l\u2019educaci\u00f3 en la conversa p\u00fablica o a l\u2019esc\u00e0s impacte immediat de l\u2019ensenyament en ser un proc\u00e9s estructural, lent i amb resultats nom\u00e9s mesurables a llarg termini. Teories com news value<\/em> (valor-not\u00edcia<\/strong>) tamb\u00e9 confirmen que la prioritat dels mitjans de comunicaci\u00f3 passa per aquella informaci\u00f3 que genera impacte immediat o pol\u00e8mic, mentre que l\u2019\u00e0mbit educatiu est\u00e0 als ant\u00edpodes de la immediatesa o la pol\u00e8mica social (no m’imagino una disputa en un bar sobre quin model de curr\u00edculum acad\u00e8mic ha obtingut millors resultats al continent asi\u00e0tic, per exemple). Certament, l’educaci\u00f3 no ven gaire a la guerra per les audi\u00e8ncies, genera escassos clics i no pot competir amb certs esc\u00e0ndols que trobem a l’agenda-setting <\/em>i que mantenen l\u2019audi\u00e8ncia molt m\u00e9s entretinguda.<\/p>\n

Tanmateix, cal no oblidar que la bona o la mala salut educativa determinen diagn\u00f2stics sobre temes tan medi\u00e0tics com l\u2019atur i el mercat laboral<\/strong> (a m\u00e9s nivell educatiu, menor taxa d’atur, millors salaris i m\u00e9s competitivitat), la inflaci\u00f3 i el consum<\/strong> (m\u00e9s poder adquisitiu i renda disponible), l’habitatge<\/strong> (l’educaci\u00f3 com a motor de concentraci\u00f3 urbana o mobilitat) o la pr\u00f2pia agenda pol\u00edtica i la salut democr\u00e0tica<\/strong> d\u2019un pa\u00eds, molt directament vinculada a la capacitat cr\u00edtica tant dels seus representants com dels deus ciutadans. Llavors, per qu\u00e8 interessa tan poc informar sobre temes educatius? Per qu\u00e8 entre la classe pol\u00edtica no s’ha aconseguit mai un pacte d’Estat<\/strong> despr\u00e9s de 48 anys de democr\u00e0cia constitucional? Per qu\u00e8 portem vuit lleis educatives<\/strong> que nom\u00e9s han propiciat caigudes en la qualitat del nostre sistema d’ensenyament? Per qu\u00e8 m\u00e9s de dos ter\u00e7os (68,5%) dels docents s’han plantejat en algun moment abandonar la professi\u00f3<\/strong><\/a><\/span>? Per qu\u00e8 el 24% de l’alumnat espanyol de 15 anys no assoleix al nivell m\u00ednim en comprensi\u00f3 lectora<\/strong>? Per qu\u00e8 els alumnes espanyols de 15 anys estan gaireb\u00e9 dos cursos per sota en compet\u00e8ncia matem\u00e0tica <\/strong>que els asi\u00e0tics de la seva mateixa edat? I aix\u00ed podr\u00edem seguir amb m\u00e9s i m\u00e9s preguntes. Si l’opini\u00f3 p\u00fablica no rep informaci\u00f3 sobre el desenvolupament educatiu del pa\u00eds, dif\u00edcilment podr\u00e0 exigir-ne ni reclamar res. Tampoc no constar\u00e0 entre les preocupacions principals dels espanyols<\/a><\/span> que publica el CSIS i, en conseq\u00fc\u00e8ncia, no ser\u00e0 valorat com una prioritat pol\u00edtica<\/strong>.<\/p>\n

Actualment, el debat educatiu real s’est\u00e0 desplegant a la rebotiga, a la backyard <\/em>que s\u00f3n les xarxes socials. N’hi ha que defensen fins i tot que les xarxes s\u00f3n l’\u00faltima esperan\u00e7a<\/strong> en un context en qu\u00e8 els poders f\u00e0ctics han monopolitzat la llibertat de premsa assenyalant qu\u00e8 \u00e9s informaci\u00f3 i qu\u00e8 desinformaci\u00f3<\/strong>; desnaturalitzant el periodisme de les seves funcions essencials de control i vigil\u00e0ncia del poder, pluralisme, transpar\u00e8ncia i contribuci\u00f3 a una ciutadania informada, a m\u00e9s del seu propi paper educatiu en la formaci\u00f3 de l’opini\u00f3 p\u00fablica. Tampoc no \u00e9s gaire encoratjador comprovar que molts periodistes -que actuen com a aut\u00e8ntics l\u00edders d’opini\u00f3- hagin fet pinya al voltant de l’executiu com si es tract\u00e9s d’una clonaci\u00f3 medi\u00e0tica<\/strong> del que passa al parlament, una inst\u00e0ncia que massa sovint s\u2019esdev\u00e9 un exemple no gaire edificant de debat en profunditat sobre assumptes crucials que afecten la ciutadania. No oblidem que molts dels nostres representants pol\u00edtics miren tan amb lupa la legislatura quadriennal que no donen per a una visi\u00f3 a mig i llarg termini en assumptes de recorregut lent com l’educatiu. S\u2019atribueix a Winston Churchil<\/strong>l, tal vegada ap\u00f2crifament, la seg\u00fcent cita: \u201cel pol\u00edtic pensa nom\u00e9s en les properes eleccions, l\u2019estadista, en la propera generaci\u00f3\u201d.\u00a0 Molt especialment aplicable a educaci\u00f3; potser del que freturem, doncs, sigui d\u2019estadistes.<\/p>\n

Mentrestant, l’esperan\u00e7a rau en qu\u00e8 aquesta rebotiga civil<\/strong> ha arribat per a quedar-se; i \u00e9s aix\u00ed com professors, plataformes, ciutadans, associacions i fam\u00edlies, a m\u00e9s de les valuoses aportacions d’acad\u00e8mics compromesos que investiguen i publiquen -el nostre digital de lectura gratu\u00efta Educational Evidence<\/em><\/strong> n\u2019\u00e9s una mostra-, mantenen viva la necess\u00e0ria reflexi\u00f3 que mereixen les pol\u00edtiques p\u00fabliques educatives i vetllen cr\u00edticament pel bon funcionament de la transmissi\u00f3 de coneixements als centres d\u2019ensenyament d\u2019aquest pa\u00eds per tal que, en definitiva, el debat educatiu no s’ofegui en el silenci. Queda molt per fer i es far\u00e0.<\/p>\n

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

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

Els mitjans de comunicaci\u00f3 acostumen a ser recurrents en temes que generen impacte, novetat o pol\u00e8mica. 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