{"id":34799,"date":"2026-05-07T08:29:08","date_gmt":"2026-05-07T06:29:08","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=34799"},"modified":"2026-05-07T08:29:20","modified_gmt":"2026-05-07T06:29:20","slug":"la-fp-davant-del-mirall-entre-el-canvi-i-lestigma","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-fp-davant-del-mirall-entre-el-canvi-i-lestigma\/","title":{"rendered":"La FP davant del mirall: entre el canvi i l\u2019estigma"},"content":{"rendered":"<p>Estudiant de mecanitzat en un taller de FP. Generat amb IA (Nacho Banana, Google Gemini, <em>prompting<\/em> de l\u2019autor.<\/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-15012\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/04\/Therfer-web-color-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:\/\/twitter.com\/therfer\" target=\"_blank\" rel=\"noopener\"><strong>Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>Portem anys escoltant que la <strong>Formaci\u00f3 Professional<\/strong> (FP) \u00abha canviat molt\u00bb. I \u00e9s veritat, ha canviat. Per\u00f2 potser no tant, ni tan de pressa com el context socioecon\u00f2mic requereix. I sobretot, no ha canviat gens ni mica al cap de molta gent.<\/p>\n<p>Un estudi recent publicat al <em>Journal of Applied Youth Studies<\/em> per <strong>tres investigadors de la UB, la UPC i la UAB<\/strong> d\u00f3na dades que conviden a la reflexi\u00f3 (Valls et al., 2026). Seguint m\u00e9s de 2.000 alumnes barcelonins durant la seva transici\u00f3 des de quart de l&#8217;ESO als estudis postobligatoris, els autors van trobar una cosa que trenca amb el t\u00f2pic: els alumnes que entren a FP no es desenganxen del sistema educatiu, sin\u00f3 tot al contrari. La seva implicaci\u00f3 conductual a l&#8217;aula i els resultats acad\u00e8mics autopercebuts augmenten despr\u00e9s d&#8217;aquesta transici\u00f3, i de manera m\u00e9s pronunciada que entre els que cursen batxillerat. En altres paraules, la FP no arrossega els joves cap a actituds contr\u00e0ries a l&#8217;escola, ni a l&#8217;abandonament escolar. A molts, de fet, <strong>els torna les ganes d\u2019estudiar<\/strong>. La FP \u00e9s la manera que continu\u00efn els seus estudis en un mercat laboral on, tamb\u00e9 \u00e9s cert, a moltes fam\u00edlies professionals un cicle formatiu de grau mitj\u00e0 (CFGM) es queda una mica curt, i despr\u00e9s prossegueixen amb un cicle formatiu de grau superior (CFGS).<\/p>\n<p>Aquest estudi aporta noves evid\u00e8ncies, en el context catal\u00e0, i matisa d\u00e8cades de literatura sociol\u00f2gica (des dels estudis cl\u00e0ssics de Hargreaves (1967) fins a Van Houtte (2016)), que descrivia els itineraris de la formaci\u00f3 professional (<em>vocational training<\/em>), com una via cap a la resignaci\u00f3 i el desarrelament escolar. I no obstant, l&#8217;estigma persisteix. Per qu\u00e8?<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00abQui val, val; i el que no, a FP\u00bb<\/strong><\/p>\n<p>Aquesta frase, que molts docents han sentit, i n&#8217;hi ha algun que fins i tot ha pronunciat, resumeix una jerarquia impl\u00edcita que segueix organitzant, silenciosament, bona part de l&#8217;orientaci\u00f3 educativa a Espanya en finalitzar l&#8217;ESO. El batxillerat com a cam\u00ed dels capa\u00e7os. La FP com a destinaci\u00f3 irremissible dels que no arriben \u201cal nivell\u201d.<\/p>\n<p>El problema \u00e9s estructural, no \u00e9s nom\u00e9s cultural. Com Valls et al. (2026) revelen, els alumnes que opten per FP tenen, de mitjana, pares amb menor nivell educatiu, una taxa significativament m\u00e9s gran d&#8217;origen immigrant i pitjors resultats acad\u00e8mics previs. El 53% dels alumnes de FP a la mostra tenien pares sense cap titulaci\u00f3 postobligat\u00f2ria, davant del 23% en batxillerat. Nom\u00e9s el 13% de les fam\u00edlies dels alumnes de FP comptava amb estudis universitaris, davant del 51% a la via acad\u00e8mica.<\/p>\n<p>Aix\u00f2 es tradueix, en les realitats quotidianes, en qu\u00e8 estad\u00edsticament costa m\u00e9s a un alumne de fam\u00edlia sense estudis universitaris conv\u00e8ncer els seus pares que vol fer un batxillerat, i despr\u00e9s una carrera, i, viceversa, els pares amb estudis universitaris s\u00f3n m\u00e9s refractaris que els seus fills cursin un CFGM, entre altres motius per all\u00f2 de \u201ctu proba el batxillerat, i a les males sempre podr\u00e0s fer FP&#8217;. En molts casos, ning\u00fa a l&#8217;escola no els ha explicat, amb convicci\u00f3, que un cicle formatiu de grau superior pot ser una porta igual de v\u00e0lida que una carrera universit\u00e0ria, i molt ben remunerada, especialment en sectors t\u00e8cnics, i en professions on la IA t\u00e9 poca cosa a dir (Moreno-Izquierdo i Torres-Penalva, 2025). M&#8217;agradaria saber, cosa que no desvetlla l&#8217;estudi de Valls et al. (2026), quants estudiants empesos al batxillerat s&#8217;hi acaben estampant.<\/p>\n<p>I no \u00e9s casualitat. \u00c9s reproducci\u00f3 social. Les fam\u00edlies amb menys capital cultural i econ\u00f2mic se senten arrossegades cap a la FP, no necess\u00e0riament perqu\u00e8 sigui la millor opci\u00f3 per al seu fill, sin\u00f3 perqu\u00e8 \u00e9s la m\u00e9s accessible, la menys costosa econ\u00f2micament, en temps i en expectatives (de finalitzaci\u00f3 i de feina) i, en definitiva, perqu\u00e8 l&#8217;entorn no els ha transm\u00e8s cap altra narrativa existencial possible.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>El que s\u00ed que ha millorat a la FP i el que s\u2019hi ensenya a l&#8217;aula<\/strong><\/p>\n<p>Seria injust ignorar el que ha canviat la FP. La FP dual, per exemple, ha guanyat terreny a Espanya, apropant la formaci\u00f3 a les empreses i augmentant l&#8217;ocupabilitat. Els nous cicles en \u00e0rees com ciberseguretat, IA, automoci\u00f3 el\u00e8ctrica, energies renovables, sanitat o atenci\u00f3 a la depend\u00e8ncia, responen a necessitats laborals, totes concretes i urgents. Segons l&#8217;Observatori de la FP a Espanya, la taxa d&#8217;inserci\u00f3 laboral d&#8217;algunes fam\u00edlies professionals supera amb escreix la de moltes titulacions universit\u00e0ries.<\/p>\n<p>A m\u00e9s, la reforma de l&#8217;FP impulsada els darrers anys ha intentat flexibilitzar els itineraris, facilitar la permeabilitat entre l&#8217;FP i la universitat i certificar l&#8217;experi\u00e8ncia laboral pr\u00e8via. S\u00f3n passos rellevants. Tamb\u00e9, per descomptat, el que es pugui accedir a un CFGS des de batxillerat tamb\u00e9 \u00e9s una altra oportunitat de \u201csalt\u201d a la FP, no menyspreable. Nogensmenys, quan un alumne de 4t d&#8217;ESO arriba a la tutoria o a l&#8217;orientaci\u00f3 psicopedag\u00f2gica amb dubtes, la pregunta continua sent sovint: \u00ab<em>I no pots intentar el batxillerat<\/em>?\u00bb.<\/p>\n<p>Valls et al. (2026) aporta una reflexi\u00f3 rellevant per al treball diari a secund\u00e0ria: la implicaci\u00f3 conductual al final de l&#8217;ESO \u00e9s un predictor significatiu del rendiment acad\u00e8mic el primer any de batxillerat. \u00c9s a dir, i pot semblar una obvietat (per\u00f2 calen evid\u00e8ncies en educaci\u00f3, no em cansar\u00e9 de repetir-ho, sobretot a \u201cEducational Evidence\u201d), per\u00f2 els h\u00e0bits escolars (assistir a classe, no ficar-se en problemes, mostrar disposici\u00f3 activa a l&#8217;aprenentatge) importen, i molt, per al que ve despr\u00e9s. Aix\u00f2 t\u00e9 una implicaci\u00f3 directa per als docents dels darrers cursos de l&#8217;ESO: treballar el comprom\u00eds escolar no \u00e9s nom\u00e9s una q\u00fcesti\u00f3 de conviv\u00e8ncia o de superviv\u00e8ncia a l&#8217;aula. \u00c9s una inversi\u00f3 en el futur acad\u00e8mic i personal de l&#8217;alumne, sigui quin sigui el cam\u00ed que tri\u00ef.<\/p>\n<p>I no tots els alumnes encaixen en batxillerat. No pas perqu\u00e8 els falti capacitat, en alguns casos, sin\u00f3 perqu\u00e8 els faltar\u00e0 el sentit. Potser perqu\u00e8 de formar-se adequadament els esperaria, despr\u00e9s, una professi\u00f3 i una vocaci\u00f3 que els apassionaria, i a la que es podrien dedicar (i els pagarien per aix\u00f2), seguint la m\u00e0xima nipona de l&#8217;<em>Ikigai<\/em>. Estaria b\u00e9, per cert, un sistema de beques que realment ajudi els m\u00e9s desafavorits a poder escollir, m\u00e9s enll\u00e0 del marc mental i social dels seus pares.<\/p>\n<p>La FP no necessita nom\u00e9s m\u00e9s recursos o millor imatge institucional. Necessita que els mateixos docents de secund\u00e0ria deixem de transmetre, conscientment o no, que \u00e9s un itinerari de consolaci\u00f3, un segon plat. Tamb\u00e9 que l&#8217;orientaci\u00f3 educativa funcioni a secund\u00e0ria, que deixi de ser un mecanisme de deriva, heretat de la dissociaci\u00f3 entre FP i BUP del segle XX, i es converteixi en un espai de reflexi\u00f3 i exploraci\u00f3 genu\u00efna dels interessos i el context de cada alumne. Les dades de Valls et al. (2026) s\u00f3n clares: molts joves que arriben a la FP amb el seu autoconcepte acad\u00e8mic per terra floreixen all\u00ed. No malgrat que hagin elegit FP, sin\u00f3 gr\u00e0cies a ella i als seus professionals.<\/p>\n<hr \/>\n<h6><strong>Refer\u00e8ncies:<\/strong><\/h6>\n<p>Hargreaves, D. (1967).\u00a0<em>Social relations in a secondary school.<\/em>\u00a0Routledge.\u00a0<a href=\"https:\/\/doi.org\/10.4324\/9780203001837\">https:\/\/doi.org\/10.4324\/9780203001837<\/a><\/p>\n<p>Moreno-Izquierdo, L. y Torres-Penalva, A. (2025). Inteligencia artificial y empleo: una reflexi\u00f3n aplicada al mercado laboral espa\u00f1ol.\u00a0<em>Informaci\u00f3n Comercial Espa\u00f1ola (ICE), Revista de Econom\u00eda<\/em>, (938), 131-143.\u00a0<a href=\"https:\/\/doi.org\/10.32796\/ice.2025.938.7892\">https:\/\/doi.org\/10.32796\/ice.2025.938.7892<\/a><\/p>\n<p><em>Valls, O., S\u00e1nchez-Gelabert, A. y Merino, R. (2026). Youth Transition to Upper Tracked Secondary School in Barcelona: a Longitudinal Analysis of Behavioural Engagement and Achievement.\u00a0Journal of Applied Youth Studies.\u00a0\u00a0<\/em><a href=\"https:\/\/doi.org\/10.1007\/s43151-025-00193-y\"><em>https:\/\/doi.org\/10.1007\/s43151-025-00193-y<\/em><\/a><\/p>\n<p><em>Van Houtte, M.(2016). Lower-track students\u2019 sense of academic futility: selection or effect? Journal of Sociology, 52(4):874\u2013889.\u00a0<\/em><a href=\"https:\/\/doi.org\/10.1177\/1440783315600802\"><em>https:\/\/doi.org\/10.1177\/1440783315600802<\/em><\/a><\/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>Portem anys escoltant que la Formaci\u00f3 Professional (FP) \u00abha canviat molt\u00bb. I \u00e9s veritat, ha canviat. Per\u00f2 potser no tant, ni tan de pressa com el context socioecon\u00f2mic requereix. I sobretot, no ha canviat gens ni mica al cap de molta gent.<\/p>\n","protected":false},"author":4,"featured_media":34647,"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":[4411,2023,4410],"class_list":["post-34799","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-estigma","tag-formacio-professional","tag-fp-dual"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La FP davant del mirall: entre el canvi i l\u2019estigma - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Portem anys escoltant que la Formaci\u00f3 Professional (FP) \u00abha canviat molt\u00bb. I \u00e9s veritat, ha canviat. 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