{"id":34287,"date":"2026-04-08T08:41:26","date_gmt":"2026-04-08T06:41:26","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=34287"},"modified":"2026-04-08T08:41:40","modified_gmt":"2026-04-08T06:41:40","slug":"la-caixa-de-pandora-del-pedagogisme","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-caixa-de-pandora-del-pedagogisme\/","title":{"rendered":"La caixa de Pandora del pedagogisme"},"content":{"rendered":"<p>Foto: <a href=\"https:\/\/ca.wikipedia.org\/wiki\/Capsa_de_Pandora#\/media\/Fitxer:Pandora_opening_her_box_by_James_Gillray.jpg\" target=\"_blank\" rel=\"noopener\">https:\/\/ca.wikipedia.org\/wiki\/Capsa_de_Pandora#\/media\/Fitxer:Pandora_opening_her_box_by_James_Gillray.jpg<\/a><\/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=\"gmail_sendername\" dir=\"auto\"><img decoding=\"async\" class=\"alignleft wp-image-34327\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/03\/Dan-Caraso-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong class=\"gmail_sendername\" dir=\"auto\">Dan Claras\u00f3 Sanz<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Si pensem en la mitologia grega, Pandora no obre una capsa qualsevol: obre un contenidor ple de mals enviats pels d\u00e9us, pensat per castigar la humanitat. Hi trobem malalties, patiment, disc\u00f2rdia, mentides\u2026 i al fons, nom\u00e9s queda l\u2019esperan\u00e7a. Sempre m\u2019ha fascinat aquesta hist\u00f2ria, sobretot perqu\u00e8 l\u2019esperan\u00e7a no sempre \u00e9s un consol. De vegades \u00e9s m\u00e9s aviat una trampa: mant\u00e9 els humans esperant, encara que el problema sigui estructural.<\/p>\n<p>No puc deixar de veure paral\u00b7lelismes amb el nostre sistema educatiu. Com advertia <strong>Hannah Arendt<\/strong> (1961), l\u2019educaci\u00f3 no pot basar-se en promeses abstractes de futur, sin\u00f3 en la responsabilitat de transmetre un m\u00f3n real i concret que ja existeix a les noves generacions, i preparar els alumnes per afrontar-lo.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>El regal enverinat<\/strong><\/p>\n<p>Els darrers anys, des del Departament d\u2019Educaci\u00f3, se\u2019ns ha venut un model com la gran soluci\u00f3 pedag\u00f2gica: \u201cm\u00e9s inclusiu, m\u00e9s competencial, m\u00e9s centrat en l\u2019alumne, m\u00e9s modern\u2026\u201d. S\u00f3n termes que tots coneixem, que sonen molt b\u00e9 en confer\u00e8ncies i titulars, per\u00f2 quan ho veus des de l\u2019aula, la realitat \u00e9s diferent.<\/p>\n<p>El pedagogisme, amb tot el seu vocabulari i la seva lit\u00fargia de metodologies, promet transformar l\u2019educaci\u00f3 sense posar gaireb\u00e9 en q\u00fcesti\u00f3 el que ja tenim. Tal com assenyala Inger Enkvist, moltes reformes educatives contempor\u00e0nies es construeixen m\u00e9s sobre ideologia pedag\u00f2gica que sobre evid\u00e8ncia contrastada. Com a Pandora, ens entreguen una capsa brillant i plena de promeses, amb la difer\u00e8ncia que a Pandora l\u2019avisen de la trampa, Zeus li diu que no l\u2019obri. Mentre en el nostre cas, podr\u00edem dir que ens pressionen a obrir-la.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Els mals alliberats<\/strong><\/p>\n<p>I qu\u00e8 passa quan obrim la capsa?<\/p>\n<p>Els docents ens trobem amb una sobrec\u00e0rrega burocr\u00e0tica enorme, curr\u00edculums que canvien constantment i un llenguatge tan farrag\u00f3s que costa entendre qu\u00e8 \u00e9s realment important. Sovint se\u2019ns exigeix aplicar metodologies \u2018innovadores\u2019 sense que hi hagi una evid\u00e8ncia emp\u00edrica clara del seu impacte en l\u2019aprenentatge. La fascinaci\u00f3 pel pedagogisme i les modes metodol\u00f2giques, sense contrast amb dades objectives, pot generar sobrec\u00e0rrega i desorientaci\u00f3. Aquesta preocupaci\u00f3 est\u00e0 avalada per s\u00edntesis de recerca com les de John Hattie (2020), que mostren que moltes \u2018innovacions\u2019 educatives tenen un impacte m\u00ednim o nul sobre l\u2019aprenentatge dels alumnes, en contrast amb les pr\u00e0ctiques comprovades amb evid\u00e8ncia s\u00f2lida que s\u00ed produeixen efectes significatius.<\/p>\n<p>I mentre aix\u00f2 passa, el coneixement, la rigorositat i l\u2019exig\u00e8ncia acad\u00e8mica queden desdibuixades, en una din\u00e0mica que Gregorio Luri (2020) ha descrit com la progressiva substituci\u00f3 del saber per l\u2019activitat.<\/p>\n<p>Tot aix\u00f2 crea una paradoxa: es parla d\u2019autonomia pedag\u00f2gica i innovaci\u00f3, per\u00f2 en realitat s\u2019imposa un model tancat que no deixa marge per pensar o actuar d\u2019una manera diferent.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Zeus i la il\u00b7lusi\u00f3 del progr\u00e9s<\/strong><\/p>\n<p>Si seguim amb la mitologia, Zeus no castiga directament. \u00c9s astut: sedueix, conven\u00e7, promet. El pedagogisme funciona aix\u00ed. No veus la viol\u00e8ncia directa, nom\u00e9s un relat molt ben constru\u00eft que promet millores constants i reals, sense que ning\u00fa pugui demostrar si realment funcionen.<\/p>\n<p>I nosaltres, els docents, quedem atrapats en aquesta promesa: que si l\u2019any vinent tot ser\u00e0 millor, que si apliquem totes les instruccions, que si ens formem m\u00e9s\u2026 Sempre amb l\u2019esperan\u00e7a com a \u00faltima garantia que les coses canviaran. Per\u00f2 l\u2019esperan\u00e7a no \u00e9s resultat; \u00e9s expectativa que potser mai no es compleixi.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>L\u2019esperan\u00e7a com a mecanisme de contenci\u00f3<\/strong><\/p>\n<p>I aqu\u00ed \u00e9s on entra l\u2019\u00faltim element de la caixa de Pandora: l\u2019esperan\u00e7a. Mant\u00e9 el sistema en funcionament, encara que moltes coses no vagin b\u00e9. Ens fa seguir treballant, intentant aplicar tot el que se\u2019ns demana, amb la il\u00b7lusi\u00f3 que les coses milloraran. Per\u00f2 sovint la realitat \u00e9s que nom\u00e9s ens mant\u00e9 ocupats, sense afrontar els problemes de fons.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Recuperar el foc, no la capsa<\/strong><\/p>\n<p>Per sort, abans de Pandora hi ha Prometeu, que roba el foc als d\u00e9us. El foc simbolitza el coneixement, la t\u00e8cnica, la ra\u00f3. I potser \u00e9s aqu\u00ed on haur\u00edem de centrar-nos: no en la fascinaci\u00f3 per la capsa i les promeses de millora m\u00e0giques, sin\u00f3 en recuperar un debat basat en coneixement, evid\u00e8ncia i rigor.<\/p>\n<p>\u00c9s a dir, reivindicar el coneixement disciplinari, exigir avaluacions rigoroses, diferenciar innovaci\u00f3 real de moda pedag\u00f2gica i posar l\u2019evid\u00e8ncia abans que la ret\u00f2rica. Per avan\u00e7ar, cal prioritzar pr\u00e0ctiques educatives amb impacte demostrat, refor\u00e7ar el coneixement disciplinari i avaluar les metodologies amb rigor, abans de deixar-nos seduir per promeses brillants.<\/p>\n<p>Els mites grecs no eren contes per a nens. Eren advertiments. Potser el problema no \u00e9s el que hi ha dins la capsa, sin\u00f3 la nostra disposici\u00f3 a continuar acceptant-la una vegada i una altra, oblidant \u2014com recorda Hannah Arendt\u2014 que educar implica assumir responsabilitats, no nom\u00e9s esperar resultats.<\/p>\n<hr \/>\n<h6><strong>Refer\u00e8ncies:<\/strong><\/h6>\n<ol>\n<li>Arendt, H. (1961). <em>Between past and future: Eight exercises in political thought<\/em>. New York: Viking Press.<\/li>\n<li>Hattie, J. (2020). <em>Visible learning: Feedback<\/em>. London: Routledge.<\/li>\n<li>Luri, G. (2020). <em>La escuela no es un parque de atracciones<\/em>. Barcelona: Ariel.<\/li>\n<li>Enkvist, I. (2016). <em>La buena y la mala educaci\u00f3n<\/em>. Madrid: Encuentro.<\/li>\n<\/ol>\n<hr \/>\n<p>Font: <strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets: <strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Si pensem en la mitologia grega, Pandora no obre una capsa qualsevol: obre un contenidor ple de mals enviats pels d\u00e9us, pensat per castigar la humanitat. Hi trobem malalties, patiment, disc\u00f2rdia, mentides\u2026 i al fons, nom\u00e9s queda l\u2019esperan\u00e7a. Sempre m\u2019ha fascinat aquesta hist\u00f2ria, sobretot perqu\u00e8 l\u2019esperan\u00e7a no sempre \u00e9s un consol. De vegades \u00e9s m\u00e9s aviat una trampa: mant\u00e9 els humans esperant, encara que el problema sigui estructural.<\/p>\n","protected":false},"author":4,"featured_media":34420,"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":[245],"tags":[4294,4339,1113,1464],"class_list":["post-34287","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-caixa-de-pandora","tag-esperanca","tag-pedagogisme","tag-pedagogismo-ca"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La caixa de Pandora del pedagogisme - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Si pensem en la mitologia grega, Pandora no obre una capsa qualsevol: obre un contenidor ple de mals enviats pels d\u00e9us, pensat per castigar la humanitat. Hi trobem malalties, patiment, disc\u00f2rdia, mentides\u2026 i al fons, nom\u00e9s queda l\u2019esperan\u00e7a. Sempre m\u2019ha fascinat aquesta hist\u00f2ria, sobretot perqu\u00e8 l\u2019esperan\u00e7a no sempre \u00e9s un consol. 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