{"id":35508,"date":"2026-06-04T08:48:10","date_gmt":"2026-06-04T06:48:10","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=35508"},"modified":"2026-06-04T08:48:20","modified_gmt":"2026-06-04T06:48:20","slug":"lescola-inclusiva-catalana-en-els-seus-textos-programatics","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/lescola-inclusiva-catalana-en-els-seus-textos-programatics\/","title":{"rendered":"L\u2019Escola Inclusiva catalana en els seus textos program\u00e0tics"},"content":{"rendered":"

Imatge creada per IA.<\/p>\n

 <\/p>\n

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

\"\"<\/p>\n

 <\/p>\n

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

 <\/p>\n

No fa gaire els docents transmissivistes catalans<\/strong> \u00e9rem acusats de coses bastant fortes i imaginatives, concretament: d\u2019afirmar \u201cfals\u00e0riament\u201d i demag\u00f2gicament que s\u2019estaven tancant escoles especials a Catalunya, de fomentar un discurs d\u2019odi contra menors vulnerables i, en tercer lloc, de \u201cculpabilitzar\u201d infants de la situaci\u00f3 general del sistema educatiu catal\u00e0. Quant a la primera acusaci\u00f3, crida l\u2019atenci\u00f3 provenint d\u2019organismes o plataformes que no paren de defensar que cal tancar totes les escoles especials. Quant a la segona, ens preguntem on hi ha mostres de tot aquest \u201codi\u201d irracional i, en tercer lloc, caldria aclarir que nosaltres critiquem alguns aspectes de la legislaci\u00f3 vigent a Catalunya.<\/p>\n

Quina mena de ment acusaria infants d\u2019impulsar iniciatives legals i jur\u00eddiques? \u00c9s a dir, per a expressar-ho de manera breu i clara, nosaltres critiquem la Generalitat de Catalunya, no infants. Ni tan sols ens sembla constructiu criticar docents ni personal educatiu de tot tipus: totes les seves activitats s\u00f3n totalment lloables des de qualsevol punt de vista. El que passa en aquesta q\u00fcesti\u00f3 \u00e9s que hi ha persones que es posen massa nervioses quan algun docent transmissivista gosa demanar la revisi\u00f3 d\u2019algun aspecte jur\u00eddic rellevant.<\/p>\n

Per a demostrar-ho, en aquest article farem una cosa poc habitual: deixar d\u2019escriure. L\u2019\u00fanic que far\u00e9 \u00e9s copiar aqu\u00ed a baix fragments de dos articles molt interessants allotjats al web oficial de la Generalitat de Catalunya, sense fer cap mena d\u2019afegit. Ens posarem, d\u2019alguna manera, derridians. Deixarem que la pr\u00f2pia mat\u00e8ria discursiva es deconstrueixi sola. El lector podr\u00e0 comprovar per on volem anar sense cap mena de necessitat de fer escarafalls o enredar-nos en discussions bizantines. El que ara ve s\u00f3n, senzillament, orientacions oficials elaborades per funcionariat propi. Els fragments provenen de dos articles: \u201cEducaci\u00f3 inclusiva a Catalunya i Portugal\u201d (https:\/\/projectes.xtec.cat\/educacioinclusiva\/general\/educacio-inclusiva-a-catalunya-i-portugal\/<\/a>) i \u201cDisseny Universal per a l\u2019Aprenentatge\u201d (https:\/\/projectes.xtec.cat\/educacioinclusiva\/categoria\/recursos\/dua\/<\/a>).<\/p>\n

S\u00f3n els seg\u00fcents:<\/p>\n

\u201cUn dels elements de context m\u00e9s rellevants \u00e9s que el sistema portugu\u00e8s, no preveu centres d\u2019educaci\u00f3 especial com a modalitat d\u2019escolaritzaci\u00f3 diferenciada de la xarxa ordin\u00e0ria, sin\u00f3 que organitza la resposta educativa inclusiva dins dels centres ordinaris.\u201d<\/p>\n

\u201cUn dels elements m\u00e9s rellevants del marc normatiu portugu\u00e8s \u00e9s la identificaci\u00f3 de les barreres a l\u2019aprenentatge i a la participaci\u00f3, una mirada tamb\u00e9 present en el Decret 150\/2017, que orienta les mesures educatives a facilitar l\u2019acc\u00e9s, la participaci\u00f3 i l\u2019ajust del context a les necessitats de l\u2019alumnat.\u00a0 Tanmateix, la mobilitat va permetre observar una certa dist\u00e0ncia entre aquest plantejament normatiu i algunes pr\u00e0ctiques d\u2019aula. Tot i que el DUA apareix com a marc de refer\u00e8ncia, en el dia a dia es va identificar un \u00fas encara molt centrat en el llibre de text i de propostes for\u00e7a homog\u00e8nies, amb menys pres\u00e8ncia d\u2019estrat\u00e8gies\u00a0de personalitzaci\u00f3, organitzaci\u00f3 flexible\u00a0o altres mesures m\u00e9s universals.\u201d<\/p>\n

\u201cUn altre element destacat del model portugu\u00e8s \u00e9s el Centro de Apoio a Aprendizagem (CAA), concebut com una estructura per agrupar recursos, sabers i compet\u00e8ncies del centre al servei de la inclusi\u00f3. Tot i aquest plantejament, l\u2019observaci\u00f3 durant la mobilitat va evidenciar que, en la pr\u00e0ctica, aquests espais poden acabar funcionant com a aules espec\u00edfiques dins dels centres ordinaris.<\/p>\n

Aquesta tensi\u00f3 tamb\u00e9 \u00e9s present en el sistema catal\u00e0 amb algun SIEI i SIEI Plus. Malgrat que aquests recursos neixen per afavorir la participaci\u00f3 de l\u2019alumnat en contextos ordinaris, poden acabar generant din\u00e0miques segregadores si concentren l\u2019atenci\u00f3 en un espai diferenciat i no transformen prou les pr\u00e0ctiques de l\u2019aula ordin\u00e0ria.\u201d<\/p>\n

\u201cEl Disseny universal per a l\u2019aprenentatge (DUA) \u00e9s un marc que permet crear situacions d\u2019aprenentatge flexibles, a partir d\u2019un disseny que detecta i minimitza les barreres del context, des d\u2019un inici. El DUA contempla la variabilitat i dona resposta educativa a tot l\u2019alumnat.<\/p>\n

El DUA \u00e9s un marc estructurat que es sustenta en la neuroci\u00e8ncia, en els estudis de la investigaci\u00f3 pedag\u00f2gica i en la tecnologia de suports. L\u2019objectiu que promou \u00e9s guiar la pr\u00e0ctica educativa per abordar situacions d\u2019ensenyament-aprenentatge a trav\u00e9s d\u2019enfocaments flexibles que permetin la personalitzaci\u00f3 i s\u2019ajustin a les necessitats de cada persona perqu\u00e8 esdevinguin aprenents experts.\u201d<\/p>\n

\u201cEl DUA planteja una actuaci\u00f3 a priori pensant en tot l\u2019alumnat i en el context concret d\u2019aula i es sustenta en sis conceptes claus: el context, les barreres, la variabilitat, el proc\u00e9s iteratiu i l\u2019aprenent expert.<\/p>\n

El context<\/strong>\u00a0\u00e9s l\u2019escenari on tenen lloc les situacions d\u2019aprenentatge. No parlem \u00fanicament de l\u2019aula o el centre educatiu sin\u00f3 que el DUA va m\u00e9s enll\u00e0, ja que planteja el context com l\u2019element clau en el qual es troben les barreres que dificulten l\u2019aprenentatge.<\/p>\n

Les\u00a0barreres a l\u2019aprenentatge<\/strong>\u00a0s\u00f3n els obstacles que es troben en el context i que dificulten a la persona el seu proc\u00e9s d\u2019aprenentatge. El DUA posa la mirada en la detecci\u00f3 i minimitzaci\u00f3 i\/o eliminaci\u00f3 de les barreres per a l\u2019aprenentatge per facilitar que tots els i les alumnes tinguin les mateixes oportunitats de manera equitativa. Podem trobar diferents barreres que limiten l\u2019aprenentatge per tal que els i les alumnes esdevinguin aprenents experts a nivell de barreres f\u00edsiques, de creences, d\u2019acc\u00e9s al curr\u00edculum (d\u2019acc\u00e9s als objectius, els materials, l\u2019organitzaci\u00f3 del temps i l\u2019espai i l\u2019avaluaci\u00f3),etc.<\/p>\n

La\u00a0variabilitat<\/strong>\u00a0fa refer\u00e8ncia a l\u2019aprenentatge, al\u00a0com\u00a0aprenem cadascun i cadascuna de nosaltres, tenint present que les connexions neuronals que entren en funcionament durant l\u2019aprenentatge s\u00f3n diferents en cada persona. Tenim capacitats i habilitats diferents i se\u2019ns planteja el repte de donar resposta a l\u2019entorn que tamb\u00e9 percebem de manera diferent. Per entendre el concepte de variabilitat cal veure la relaci\u00f3 que cada persona estableix amb l\u2019entorn i definir quins elements s\u00f3n determinants.<\/p>\n

El\u00a0proc\u00e9s iteratiu<\/strong>\u00a0est\u00e0 relacionat amb la millora de l\u2019aprenentatge, i t\u00e9 la finalitat d\u2019aconseguir que l\u2019alumnat esdevingui un aprenent expert a trav\u00e9s de la reflexi\u00f3, l\u2019experi\u00e8ncia reiterativa i reflexiva. La reflexi\u00f3 sobre l\u2019acci\u00f3, la retroalimentaci\u00f3 i l\u2019error com a element positiu de millora s\u00f3n els eixos fonamentals per a la superaci\u00f3 de barreres i l\u2019assoliment de reptes per part de l\u2019alumnat. \u00a0El proc\u00e9s iteratiu tamb\u00e9 fa refer\u00e8ncia al proc\u00e9s que fa el docent en el disseny de l\u2019ensenyament i de l\u2019aprenentatge anticipant la variabilitat, la implementaci\u00f3 (la posada en pr\u00e0ctica), la detecci\u00f3 de barreres i la revisi\u00f3 de la planificaci\u00f3. Mitjan\u00e7ant la implementaci\u00f3 i els processos de reflexi\u00f3 el docent arriba a ser tamb\u00e9 un aprenent expert.<\/p>\n

El concepte d\u2019aprenent expert<\/strong>\u00a0\u00e9s la base del DUA.\u00a0 L\u2019aprenent expert \u00e9s aquella persona capa\u00e7 d\u2019aprendre amb els recursos adequats, de definir l\u2019objectiu que emmarca el seu aprenentatge, d\u2019entendre l\u2019error com una part del proc\u00e9s d\u2019aprenentatge i de fer seus nous aprenentatges mitjan\u00e7ant un proc\u00e9s iteratiu. L\u2019alumnat que aconsegueix ser expert en el seu aprenentatge \u00e9s enginy\u00f3s, sap on cercar recursos i informaci\u00f3, es compromet en la tasca, apr\u00e8n dels errors, persisteix en la consecuci\u00f3 de fites i assumeix la responsabilitat del seu aprenentatge.\u201d<\/p>\n

\u201cEl Disseny Universal per a l\u2019Aprenentatge (DUA) \u00e9s un marc que estableix tres principis fonamentals contemplats en les tres xarxes cerebrals implicades.<\/p>\n

Les xarxes afectives<\/strong>\u00a0s\u00f3n responsables de la motivaci\u00f3 i comprom\u00eds vers els aprenentatges, relacionades directament amb\u00a0el PER QU\u00c8<\/strong>\u00a0aprenem. Per aquest motiu cal oferir estrat\u00e8gies per a fomentar l\u2019inter\u00e8s i la motivaci\u00f3 per aprendre, per mantenir l\u2019esfor\u00e7 i la persist\u00e8ncia i donar opcions per a facilitar l\u2019autoregulaci\u00f3 amb l\u2019objectiu d\u2019esdevenir aprenents experts motivats i amb iniciativa.<\/p>\n

Les xarxes de reconeixement<\/strong>\u00a0s\u00f3n les responsables de la percepci\u00f3 i comprensi\u00f3 de la informaci\u00f3 i estan relacionades amb\u00a0el QU\u00c8<\/strong>\u00a0aprenem. Per afavorir la representaci\u00f3 i la comprensi\u00f3 cal activar i tenir en compte els coneixements previs de l\u2019alumnat i oferir opcions variades que facilitin la percepci\u00f3 i la comprensi\u00f3 amb diferents llenguatges per accedir a la informaci\u00f3.<\/p>\n

Les xarxes estrat\u00e8giques<\/strong>\u00a0s\u00f3n les responsables de l\u2019acci\u00f3 i l\u2019expressi\u00f3 i responen\u00a0al COM<\/strong>\u00a0aprenem. D\u2019aquestes depenen les funcions executives com la planificaci\u00f3, l\u2019organitzaci\u00f3, la mem\u00f2ria de treball, la gesti\u00f3 del temps, l\u2019autoregulaci\u00f3, l\u2019atenci\u00f3\u2026 que permeten gestionar les accions cap a la consecuci\u00f3 dels objectius i la resoluci\u00f3 de problemes, habilitats claus per l\u2019\u00e8xit educatiu i per a la vida.<\/p>\n

La pauta\u00a0<\/strong>del disseny universal de l\u2019aprenentatge \u00e9s una guia que ens orienta a desenvolupar dissenys pel proc\u00e9s d\u2019ensenyament \u2013 aprenentatge tenint en compte les tres xarxes cerebrals que principalment intervenen en l\u2019aprenentatge i la variabilitat dels aprenents. Aquest conjunt d\u2019estrat\u00e8gies que ens proposa la pauta s\u00f3n la base per a la creaci\u00f3 d\u2019entorns flexibles que permeten maximitzar les oportunitats d\u2019aprenentatge de tot l\u2019alumnat.<\/p>\n

Els principis\u00a0abordats per el disseny universal per a l\u2019aprenentatge estan relacionats i alineats amb les xarxes neuronals cerebrals de l\u2019aprenentatge i \u201ces basen en les investigacions pr\u00e0ctiques de camps com la psicologia cognitiva, ci\u00e8ncies de l\u2019aprenentatge, psicologia del desenvolupament hum\u00e0 i les neuroci\u00e8ncies\u201d (Rose y Gravel, 2010). Aquests principis s\u00f3n tres:<\/p>\n

Proporcionar m\u00faltiples formes de motivaci\u00f3 i comprom\u00eds.<\/p>\n

Proporcionar m\u00faltiples formes de representaci\u00f3<\/p>\n

Proporcionar m\u00faltiples formes d\u2019acci\u00f3 i expressi\u00f3.<\/p>\n

Cadascun d\u2019aquests principis est\u00e0 dividit en tres directrius amb els corresponents indicadors que ens ajuden a dissenyar contextos flexibles.\u201d<\/p>\n

Com he dit abans, ho deixarem aqu\u00ed. Nom\u00e9s demanar\u00e9 que penseu en un docent catal\u00e0 qualsevol, de Prim\u00e0ria o Secund\u00e0ria, amb unes sis classes al dia, unes mil a l\u2019any, i uns 150-250 alumnes segons l\u2019especialitat. No afegir\u00e9 res m\u00e9s.<\/p>\n

\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

No fa gaire els docents transmissivistes catalans \u00e9rem acusats de coses bastant fortes i imaginatives, concretament: d\u2019afirmar \u201cfals\u00e0riament\u201d i demag\u00f2gicament que s\u2019estaven tancant escoles especials a Catalunya, de fomentar un discurs d\u2019odi contra menors vulnerables i, en tercer lloc, de \u201cculpabilitzar\u201d infants de la situaci\u00f3 general del sistema educatiu catal\u00e0.<\/p>\n","protected":false},"author":4,"featured_media":35636,"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":[],"class_list":["post-35508","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca"],"yoast_head":"\nL\u2019Escola Inclusiva catalana en els seus textos program\u00e0tics - Educational Evidence<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/ca\/lescola-inclusiva-catalana-en-els-seus-textos-programatics\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L\u2019Escola Inclusiva catalana en els seus textos program\u00e0tics - 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