{"id":36051,"date":"2026-06-23T09:55:52","date_gmt":"2026-06-23T07:55:52","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36051"},"modified":"2026-06-23T09:57:10","modified_gmt":"2026-06-23T07:57:10","slug":"miracles","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/miracles\/","title":{"rendered":"Miracles"},"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>Ser\u00e0 perqu\u00e8 ens agrada tornar als llocs comuns, per aix\u00f2 de qu\u00e8 <strong>som gregaris, els humans<\/strong>, per\u00f2 no m&#8217;estava aquests dies de pensar tot el que ha passat aquest curs a l\u2019ensenyament en termes de fe, potser perqu\u00e8 cada estiu, quan tinc temps, torne a veure <em>La Vida de Bryan<\/em> o segurament a causa de la visita del pont\u00edfex (literalment, qui fa els ponts, un t\u00edtol heretat dels emperadors romans).<\/p>\n<p>Per\u00f2 m\u00e9s que ponts, <strong>el Departament d&#8217;Educaci\u00f3 ha cavat trinxeres<\/strong>. Ara que \u00e9s juny de corpus assistim als miracles de la transformaci\u00f3 del suspens en aprovat, els de la recuperaci\u00f3 d\u2019\u00faltima hora, que lluny d&#8217;estar recollida en cap text dogm\u00e0tic, queda a criteri lliure del docent, no s\u00e9 si en mode ap\u00f2crif.<\/p>\n<p>Parlant d&#8217;heretgies, les que a ulls del pedagogisme practiquen els docents que es rebel\u00b7len contra un curr\u00edculum buit de continguts, contra els projectes irreflexius o contra el Sant Esperit de la digitalitzaci\u00f3. Qui ataca el dogma ataca l&#8217;esgl\u00e9sia, ja sabeu, i m\u00e9s <strong>en temps de Contrareforma<\/strong>. Els heretges, aquest curs, hem muntat unes quantes vagues demanant millores retributives, curr\u00edculums estructurats, democr\u00e0cia als centres i un altre model d\u2019inclusiva. Tot, perqu\u00e8 no creiem en miracles. No creiem en la falsedat d\u2019un sistema que anys enrere, amb les reformes competencials \u2013que no s\u00f3n m\u00e9s que el recobriment de reformes gerencials neoliberals per a buidar de contingut l\u2019escola p\u00fablica\u2013 predicava l\u2019adveniment de la <strong>Setena Innovaci\u00f3<\/strong>.<\/p>\n<p>Reconeixem clarament que aquests <strong>curr\u00edculums<\/strong> s\u00f3n una estafa encaminada a derogar el rigor acad\u00e8mic. Que aquest <strong>model d\u2019inclusiva<\/strong> es basa en una retallada i no at\u00e9n correctament qui ho necessita; com a molt, rebaixa el nivell global en una confusi\u00f3 interessada entre igualtat i homogene\u00eftat. Que el sistema educatiu no va encaminat cap al coneixement, que la <strong>repetici\u00f3 \u00e9s blasf\u00e8mia<\/strong>, que <strong>suspendre un alumne \u00e9s pecat<\/strong> i que <strong>demanar disciplina \u00e9s apostasia<\/strong>. I en general, que tot el sistema \u00e9s una gran mentida basada en la desprotecci\u00f3 del docent, en la p\u00e8rdua d\u2019oportunitats acad\u00e8miques per a l\u2019alumne, en pir\u00e0mides de dominaci\u00f3 burocr\u00e0tica i en el <strong>despotisme pedagogista<\/strong> que no accepta cap altra veritat que la dels seus preceptes, de vegades <strong>m\u00e9s a prop de la creen\u00e7a que de l\u2019evid\u00e8ncia<\/strong>.<\/p>\n<p>El fil\u00f2sof itali\u00e0 <strong>Gianni Vattimo<\/strong>, enormement interessat per la q\u00fcesti\u00f3 de la fe en la postmodernitat, s\u2019interrogava sobre les possibilitats de la religi\u00f3 en l\u2019\u00e8poca de la desfeta del dogma. El final dels grans relats metaf\u00edsics, teleol\u00f2gics i dicot\u00f2mics que ha tingut lloc amb la postmodernitat havia de portar una religi\u00f3 \u201cafeblida\u201d, m\u00e9s personal i secular, menys tancada en lectures monol\u00edtiques (com tamb\u00e9 passaria, amb la pol\u00edtica, amb un hipot\u00e8tic \u201ccomunisme feble\u201d, no dogm\u00e0tic). Per\u00f2 el nostre m\u00f3n postmetaf\u00edsic no ha superat del tot les conseq\u00fc\u00e8ncies de la metaf\u00edsica. Arrosseguem aquest <strong>pensament del tot o res<\/strong>, de la veritat \u00fanica i de la puresa d\u2019acci\u00f3.<\/p>\n<p>Busquem solucions o salvacions? Busc\u00e0vem la negociaci\u00f3 o la redempci\u00f3? Jo no s\u00e9 si \u00e9s molt de seminarista aix\u00f2 que dir\u00e9 ara, per\u00f2 a mi em sembla que l&#8217;Evangeli era una altra cosa, especialment el de Saramago. I \u00e9s que venim de la trinitat de les pantalles, de les compet\u00e8ncies i de les metodologies que ens anaven a salvar. Amb el rosari de les tecles d\u2019un Thinkbook, l\u2019avemaria del DUA, l\u2019hagiografia dels projectes, el calvari de les programacions, que ja no es multipliquen el pa i el vi per\u00f2 s\u00ed els formularis i les reunions, i que Judes Professaure no ens escolte. Alguns porten dient-nos des de fa un temps que aix\u00f2 m\u00e9s que salvaci\u00f3 era profecia, que m\u00e9s que ci\u00e8ncia era alqu\u00edmia, i que m\u00e9s que progr\u00e9s era demolici\u00f3. La revolta va comen\u00e7ar. <strong>Qu\u00e8 s\u2019han cregut aquests romans?<\/strong> Vam descobrir-nos de cop: la nostra for\u00e7a, sense tuteles de falsos missioners.<\/p>\n<p>Tanquem el curs amb una pau relativa, amb millores notables aconseguides. No \u00e9s tot el que vol\u00edem, per\u00f2 no es pot tot, no en el primer embat. El que ha passat despr\u00e9s de l\u2019acord signat amb el Departament, tornant al m\u00f3n de <em>La Vida de Bryan<\/em>, \u00e9s m\u00e9s a prop del Front Popular de Judea i del Front Judaic Popular. <strong>\u201cNo volem miracles, volem fets\u201d<\/strong>. I qu\u00e8 s\u00f3n els fets, concretament? Que podem arreglar-ho tot en q\u00fcesti\u00f3 de mesos? Que no destriem fins de mitjans? Per a qu\u00e8 ho fem? Qu\u00e8 volem? Com ho farem? Amb qui ho farem? Preguntes que queden sense resposta sovint als conclaves assemblearis, en qu\u00e8 el dogma de la protesta ocupa l\u2019espai de la reflexi\u00f3.<\/p>\n<p>Dic una cosa clara, si se\u2019m permet el serm\u00f3: no hem fet tot aix\u00f2 per a passar de la teologia pedagogista al dogma revolucionari. L\u2019escola p\u00fablica \u00e9s una invenci\u00f3 republicana que es defensa amb la <strong>defensa del coneixement, no amb gimn\u00e0stica ideol\u00f2gica<\/strong>. Les protestes s\u00f3n un mitj\u00e0, no una finalitat en si mateixa. Compte amb qui intenta instrumentalitzar-les.<\/p>\n<p>Potser alguna cosa haurem de tornar a pensar. Perqu\u00e8 reconstruir el sistema ser\u00e0 llarg i dif\u00edcil i sols amb idees clares ho podrem aconseguir. Gestionar ara aquestes expectatives ser\u00e0 molt complex. Quedeu-vos amb qui us explica les coses amb dades i hemeroteca a la m\u00e0, amb qui t\u00e9 tant el seny com la rauxa, amb qui busca tangibles i defuig dels esl\u00f2gans buits. <strong>M\u00e9s que actes de fe, hem de dialogar sobre coses concretes<\/strong>. Ara que amb l\u2019acord queda m\u00e9s resguardada tota la dimensi\u00f3 material (retribucions, dotacions, etc.), toca parlar del model: rigor acad\u00e8mic, esfor\u00e7, meritocr\u00e0cia, disciplina, igualtat d\u2019oportunitats, sobirania dels claustres, curr\u00edculum, inclusiva. No cal estar d\u2019acord en una veritat \u00fanica, per\u00f2 <strong>un punt de trobada de m\u00ednims<\/strong> pot ser que la gran mentida que actualment fa de pal de paller del sistema sigui aix\u00f2: una gran farsa cosm\u00e8tica. Per\u00f2 tot aix\u00f2 no sembla pas un dogma, ni ens encomanem a miracles.<\/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>Ser\u00e0 perqu\u00e8 ens agrada tornar als llocs comuns, per aix\u00f2 de qu\u00e8 som gregaris, els humans, per\u00f2 no m&#8217;estava aquests dies de pensar tot el que ha passat aquest curs a l\u2019ensenyament en termes de fe, potser perqu\u00e8 cada estiu, quan tinc temps, torne a veure La Vida de Bryan o segurament a causa de la visita del pont\u00edfex (literalment, qui fa els ponts, un t\u00edtol heretat dels emperadors romans).<\/p>\n","protected":false},"author":4,"featured_media":36077,"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":[402,4646,4644,4652,4645],"class_list":["post-36051","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinio","tag-curriculum-ca","tag-dogma-pedagogista","tag-inclusiva","tag-miracles","tag-reivindicacions-docents"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - 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