{"id":33902,"date":"2026-03-16T08:41:12","date_gmt":"2026-03-16T07:41:12","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=33902"},"modified":"2026-03-16T08:52:09","modified_gmt":"2026-03-16T07:52:09","slug":"prou-de-ser-professors-secundaris","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/prou-de-ser-professors-secundaris\/","title":{"rendered":"Prou de ser professors secundaris"},"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 class=\"v1gmail_sendername\" dir=\"auto\"><img decoding=\"async\" class=\"alignleft wp-image-21418\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/10\/Giovanni-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/x.com\/giopelto\" target=\"_blank\" rel=\"noopener\"><strong class=\"v1gmail_sendername\" dir=\"auto\">Giovanni Pelegi Torres<\/strong><\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>La <strong>precarietat<\/strong>, el gran mal econ\u00f2mic del nostre present neoliberal marcat per les feines mal pagades i per la mancan\u00e7a d&#8217;horitzons compartits, de promeses de prosperitat i de suports col\u00b7lectius, \u00e9s present a tot arreu; tamb\u00e9 en el sector p\u00fablic. Perqu\u00e8 mentre qui institucionalment ens hauria de protegir t\u00e9 els salaris m\u00e9s alts de l&#8217;estat, el professorat de secund\u00e0ria de Catalunya som a la cua en poder adquisitiu. Vivim atrapats, des de fa anys i com afirma <strong>Massimo Recalcati<\/strong>, en una triple precarietat: econ\u00f2mica, social i simb\u00f2lica.<\/p>\n<p>En primer lloc hi ha la <strong>precarietat econ\u00f2mica<\/strong>. Sobre aquest aspecte s&#8217;ha dit molt els \u00faltims mesos arran de l&#8217;actual cicle de vagues i de lluita sindical. <span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/secundaria.info\/docu\/sindicat:darreres_campanyes:poderadquisitiu:inici#:~:text=L'ESTUDI%20EN%20PDF:-,Retribucions%20dels%20professors%20de%20secund%C3%A0ria%20a%20Catalunya:%20una%20situaci%C3%B3%20insostenible,-ESTUDI\" target=\"_blank\" rel=\"noopener\">El millor estudi \u00e9s l&#8217;elaborat per Aurora Trigo i per N\u00faria Gasc\u00f3<\/a><\/span> on es posen negre sobre blanc les causes del <strong>declivi del poder adquisitiu del professorat de secund\u00e0ria a Catalunya<\/strong> i la seua injusta situaci\u00f3 en comparaci\u00f3 amb altres funcionaris de la Generalitat. De tots? No, no de tots, perqu\u00e8 als Mossos no els ha calgut pas mobilitzar-se i han obtingut una millora salarial notable. Per si en quedava algun dubte, s\u00ed, \u00e9s una q\u00fcesti\u00f3 de prioritats.<\/p>\n<p>La nostra precarietat econ\u00f2mica, a banda de ser injusta perqu\u00e8, com tothom, notem els efectes de la inflaci\u00f3 i el profund sense-sentit de cr\u00e9ixer en termes de PIB per\u00f2 que aix\u00f2 no es note gens en la butxaca, desemmascara la hipocresia existent sobre el valor afegit de la nostra feina. \u00c9s evident: <strong>sense coneixement, no hi ha una economia basada en el coneixement<\/strong> ni en feines d&#8217;alta qualificaci\u00f3. Per aix\u00f2 el PIB, malgrat cr\u00e9ixer, no redunda en un creixement del PIB per c\u00e0pita: perqu\u00e8 creixem a base de crear feines prec\u00e0ries de baix valor afegit que impulsen un creixement tramp\u00f3s. En altres paraules: som v\u00edctimes econ\u00f2miques indirectes de la manera en qu\u00e8 els poders p\u00fablics (no) entenen el valor afegit que crea la nostra feina. Perqu\u00e8 si desvinculem l&#8217;economia del coneixement i basem l&#8217;economia, per exemple, en el turisme, perdem econ\u00f2micament en termes globals com a societat i de retruc en termes salarials i operacionals com a docents.<\/p>\n<p>Aix\u00f2 em porta a la nostra <strong>segona gran precarietat: la social<\/strong>. Enlla\u00e7ant amb el que escrivia ad\u00e9s, \u00e9s impossible que guanyem reconeixement social sense un merescut reconeixement econ\u00f2mic. El sou \u00e9s poder adquisitiu i tamb\u00e9 valor cap a una feina important, cap a uns estudis fets, cap a un proc\u00e9s selectiu superat i cap al paper que t\u00e9 el professorat en aix\u00f2 que anomenem de forma abstracta &#8216;ordre&#8217; (paraula molt menyspreada, aquesta). Parlant d&#8217;ordre, \u00e9s impossible que torcem el bra\u00e7 de la <strong>precarietat social sense una idea d&#8217;autoritat docent<\/strong>. En una rep\u00fablica (en termes etimol\u00f2gics), la doc\u00e8ncia \u00e9s el mecanisme privilegiat per a la igualaci\u00f3 d&#8217;oportunitats basat en la transmissi\u00f3 del coneixement. Perqu\u00e8 aix\u00f2 funcione, cal fer-nos escoltar: a l&#8217;aula, als claustres i a la societat. Hem de treballar per a la reconstrucci\u00f3 d&#8217;una sobirania docent i de respecte social com tenen els metges, els jutges i la policia i que, realment, haurien de tindre tots els col\u00b7lectius laborals. Amb aix\u00f2 vull dir que demanar respecte i autoritat en el nostre camp professional est\u00e0 molt lluny del classisme, de l&#8217;autoritarisme militar o del c\u00e0stig. Com reconstru\u00efm la sobirania docent? Se m&#8217;acuden, aix\u00ed r\u00e0pid, quatre mesures: el retorn d&#8217;un sistema disciplinari clar a les aules (basat evidentment en regles ponderades, justes i no violentes), el retorn de l&#8217;exig\u00e8ncia acad\u00e8mica, el reconeixement del professorat com a autoritat p\u00fablica i l&#8217;abolici\u00f3 dels decrets que limiten la sobirania dels claustres.<\/p>\n<p>Ens queda, finalment, la <strong>precarietat simb\u00f2lica<\/strong>, la m\u00e9s complicada, l\u00edquida i m\u00e9s lenta de corregir de totes. T\u00e9 una mica de precarietat econ\u00f2mica i social, clar, per\u00f2 t\u00e9 un element distintiu: \u00e9s directament proporcional a la indefinici\u00f3 dels objectius de l&#8217;ensenyament. Com assenyala <strong>Daniel Bernab\u00e9<\/strong>, com menys opcions hi ha de transformar la realitat material, m\u00e9s reivindicaci\u00f3 simb\u00f2lica ha d&#8217;assumir, en el nostre cas, el sistema educatiu. La intangibilitat del valor social de l&#8217;educaci\u00f3 sumeix les institucions que l&#8217;han de proveir en la precarietat simb\u00f2lica. Tot, com a resultat de l&#8217;atomitzaci\u00f3 de la seua missi\u00f3 p\u00fablica. \u00c9s a dir, com m\u00e9s tasques ha de fer un docent, com <strong>m\u00e9s burocr\u00e0cia, <\/strong>com m\u00e9s <strong>digitalitzaci\u00f3 irreflexiva<\/strong>, com m\u00e9s <strong>galimatista \u00e9s un curr\u00edculum<\/strong> i com menys <strong>cobertura institucional<\/strong> t\u00e9 \u2013com \u00e9s el cas actualment\u2013, m\u00e9s prec\u00e0ria \u00e9s simb\u00f2licament la seua feina.<\/p>\n<p>Qui tenim clar tot plegat creiem en la funci\u00f3 republicana de l&#8217;escola: creiem en una pedagogia de la redistribuci\u00f3 del coneixement com a motor de la igualtat d&#8217;oportunitats en front d&#8217;una pedagogia de la representaci\u00f3 que pensa que l&#8217;ensenyament \u00e9s un camp de reafirmaci\u00f3 individual, com explica <strong>Bianca Thoilliez<\/strong> (totes les refer\u00e8ncies d&#8217;aquest article s\u00f3n del seu llibre <a href=\"https:\/\/educationalevidence.com\/conservar-la-educacion\/\" target=\"_blank\" rel=\"noopener\"><em>Conservar la Educaci\u00f3n<\/em><\/a>). Creiem en la nostra funci\u00f3 social perqu\u00e8 tenim vocaci\u00f3, s\u00ed, per\u00f2 sabem que de la vocaci\u00f3 no es viu i que aquesta sols t\u00e9 sentit quan forma part d&#8217;un entramat social i econ\u00f2mic de reconeixement. En altres paraules, volem ser professors de secund\u00e0ria i volem poder ensenyar, per\u00f2 <strong>no volem ser professors secundaris<\/strong>.<\/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>La precarietat, el gran mal econ\u00f2mic del nostre present neoliberal marcat per les feines mal pagades i per la mancan\u00e7a d&#8217;horitzons compartits, de promeses de prosperitat i de suports col\u00b7lectius, \u00e9s present a tot arreu; tamb\u00e9 en el sector p\u00fablic. Perqu\u00e8 mentre qui institucionalment ens hauria de protegir t\u00e9 els salaris m\u00e9s alts de l&#8217;estat, el professorat de secund\u00e0ria de Catalunya som a la cua en poder adquisitiu.<\/p>\n","protected":false},"author":4,"featured_media":34070,"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":[3793,3792,4227],"class_list":["post-33902","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-poder-adquisitiu","tag-precarietat","tag-professors-secundaris"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Prou de ser professors secundaris - Educational Evidence<\/title>\n<meta name=\"description\" content=\"La precarietat, el gran mal econ\u00f2mic del nostre present neoliberal marcat per les feines mal pagades i per la mancan\u00e7a d&#039;horitzons compartits, de promeses de prosperitat i de suports col\u00b7lectius, \u00e9s present a tot arreu; tamb\u00e9 en el sector p\u00fablic. 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