{"id":36399,"date":"2026-09-09T08:38:16","date_gmt":"2026-09-09T06:38:16","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36399"},"modified":"2026-09-09T08:38:46","modified_gmt":"2026-09-09T06:38:46","slug":"la-gallina-laspirina-i-pisa","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-gallina-laspirina-i-pisa\/","title":{"rendered":"La gallina, l\u2019aspirina i PISA"},"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><img decoding=\"async\" class=\"alignleft wp-image-12326\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/Miguel-Angel-Tirado-1.jpg\" alt=\"\" width=\"70\" height=\"94\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Miguel \u00c1ngel Tirado<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>La LOMLOE es va aprovar el desembre del 2020. Aquella llei havia d&#8217;aconseguir, segons el seu pre\u00e0mbul, \u00abla millora dels resultats educatius de l&#8217;alumnat\u00bb. Ara torna PISA a dir-nos com anem. I amb ella tornen les not\u00edcies sobre l&#8217;estat de la nostra educaci\u00f3, tornen les reflexions sobre els perqu\u00e8s i torna el repartiment de culpes. Durar\u00e0 uns quants dies. Potser setmanes. I despr\u00e9s, si passa el que \u00e9s habitual, tamb\u00e9 tornaran la inacci\u00f3 (o la hiperacci\u00f3 sense rumb consensuat), la falta d&#8217;autocr\u00edtica i \u00abaqu\u00ed no ha passat res\u00bb. Fins d&#8217;aqu\u00ed a uns quants anys, quan el cicle torni a comen\u00e7ar, per\u00f2 amb l&#8217;educaci\u00f3, si no es fa res, probablement pitjor.<\/p>\n<p>Que el lector no esperi pas una an\u00e0lisi de les causes, de les conseq\u00fc\u00e8ncies o de les possibles solucions. El prop\u00f2sit d&#8217;aquest article \u00e9s molt m\u00e9s modest: <strong>fer-nos una idea de qu\u00e8 vol dir que un alumne de quinze anys no arribi al nivell que PISA considera m\u00ednim<\/strong>.<\/p>\n<p>Hem d\u2019entendre el drama. Segons PISA, <strong>un 32% dels nostres alumnes de quinze anys no arriba al nivell 2<\/strong>. La dada, per si sola, ens diu poc. Qu\u00e8 sap fer un alumne que ho aconsegueixr? Per\u00f2, sobretot, qu\u00e8 no ho sap fer? Conv\u00e9 aclarir alguna cosa: PISA arriba fins al nivell 6. El nivell 2 no \u00e9s, per tant, una fita massa ambiciosa, sin\u00f3 el llindar m\u00ednim que s&#8217;espera que hagi assolit un alumne de quinze anys per desenvolupar-se plenament a la societat.<\/p>\n<p><strong>Posem-nos a prova<\/strong>. La Imma t\u00e9 una gallina que s&#8217;ha fet mal a una pota. L&#8217;animal sembla estar patint for\u00e7a dolor, per\u00f2 la Imma no pot portar-la al veterinari fins dilluns. Aix\u00ed que entra en un f\u00f2rum d\u2019Internet i pregunta si pot donar-li una aspirina. Rep diverses respostes:<\/p>\n<p>La Nuria explica que ella sempre consulta el veterinari abans de donar qualsevol medicament a les seves aus, perqu\u00e8 alguns medicaments segurs per a les persones poden ser perillosos per a elles. La M\u00f3nica explica que una vegada va donar una aspirina a una de les seves gallines sense cap problema, tot i que adverteix que pot resultar perill\u00f3s superar la dosi. Entre les respostes apareix tamb\u00e9 un anunci de productes per a aus: <em>\u00abHola! No us oblideu de fer una ullada a les meves super-ofertes en tots els productes per a aus. En aquest moment hi ha grans rebaixes!\u00bb<\/em>. El Bruno aprofita per preguntar com pot saber si una au est\u00e0 malalta i, finalment, Francisco, que es presenta com a veterinari especialitzat en aus, explica que es pot administrar aspirina a les aus quan presenten signes de dolor i n\u2019indica la dosi adequada. Quines publicacions s\u00f3n rellevants per al problema de l\u2019Imma i quines no?<\/p>\n<p>Aquest \u00e9s un exemple de lectura de nivell 2 a PISA. Com veiem, no requereix comprendre oracions sint\u00e0cticament complexes, interpretar met\u00e0fores ni con\u00e8ixer paraules menys habituals. Tampoc no exigeix \u200b\u200bllegir gaire. Nom\u00e9s cal comprendre una situaci\u00f3 senzilla, expressada amb un vocabulari molt b\u00e0sic (diria que fins i tot massa), mantenir present quina informaci\u00f3 es busca i distingir quines parts del text s\u00f3n rellevants per respondre.<\/p>\n<p><strong>Vet aqu\u00ed el drama<\/strong>. <strong>I, a m\u00e9s, aquests resultats no es reparteixen a parts iguals<\/strong>. L&#8217;informe PISA mateix torna a mostrar una associaci\u00f3 clara entre el nivell socioecon\u00f2mic i el rendiment: els alumnes d&#8217;entorns m\u00e9s desafavorits obtenen, de mitjana, pitjors resultats. <strong>Darrere d&#8217;aquests percentatges hi ha, doncs, una q\u00fcesti\u00f3 d&#8217;equitat.<\/strong><\/p>\n<p>Vegem ara qu\u00e8 passa en <strong>matem\u00e0tiques, on el 34% d&#8217;estudiants no arriba al nivell 2. <\/strong>Intenteu resoldre aquest problema d&#8217;aquest nivell: la Tania vol comprar-se un cotxe i vol saber quant li costar\u00e0 comprar-lo i utilitzar-lo durant el primer any. Calcula que recorrer\u00e0 20.000 quil\u00f2metres, que el combustible costar\u00e0 1,54 zeds per litre i gastar\u00e0 250 zeds en manteniment. T\u00e9 quatre opcions, expressades a una taula. El cotxe A costa 8.000 i consumeix 18,9 litres cada 100 quil\u00f2metres. El B en costa 8.700 i en consumeix 15,7. El C en costa 9.900 i en consumeix 12,4. I el D en costa 10.500 i en consumeix 14,1.<\/p>\n<p>La pregunta \u00e9s: quin dels quatre cotxes us costar\u00e0 menys durant el primer any? Per facilitar la tasca, no cal calcular res a m\u00e0 ni decidir quines operacions aplicar: PISA proporciona una calculadora de costos en qu\u00e8 nom\u00e9s cal introduir, per a cada cotxe, el preu i el consum de combustible, i pr\u00e9mer \u00abCalcular\u00bb (com aquests llocs web que comparen assegurances o hipoteques nom\u00e9s introduint un parell de dades). Novament, no estem davant d&#8217;\u00e0lgebra avan\u00e7ada ni davant d&#8217;una d&#8217;aquelles preguntes que justifiquem dient que \u201cles matem\u00e0tiques s\u00f3n molt dif\u00edcils\u201d. Ni tan sols cal arribar al resultat: nom\u00e9s interpretar-lo.<\/p>\n<p>Ara els percentatges comencen a significar alguna cosa. <strong>Gaireb\u00e9 un de cada tres estudiants espanyols se situa per sota del nivell m\u00ednim en lectura i una mica m\u00e9s d&#8217;un de cada tres, en matem\u00e0tiques<\/strong>. Ja ens podem imaginar millor de qu\u00e8 parlem. No vol dir simplement que el nostre pa\u00eds hagi perdut uns punts, que una comunitat aut\u00f2noma estigui unes posicions per sobre d&#8217;una altra o que ens allunyem de Finl\u00e0ndia, Est\u00f2nia o qualsevol altre pa\u00eds que toqui citar aquell any.<\/p>\n<p>El que \u00e9s paradoxal \u00e9s que aquesta dada conviu amb una altra de molt m\u00e9s positiva: m\u00e9s del 80 % dels nostres estudiants obt\u00e9 el t\u00edtol de l&#8217;ESO. \u00c9s a dir, <strong>mentre que PISA ens adverteix que una part important dels alumnes t\u00e9 dificultats davant de tasques tan b\u00e0siques com les que acabem de veure, el nostre sistema educatiu certifica que la immensa majoria ha aconseguit el Perfil de Sortida previst en finalitzar l&#8217;ensenyament b\u00e0sic<\/strong>.<\/p>\n<p>PISA t\u00e9 moltes limitacions. Per descomptat que no mesura tot all\u00f2 que importa en educaci\u00f3, ni una prova internacional no pot resumir per si sola la qualitat d&#8217;un sistema educatiu. <strong>Per\u00f2 que PISA no mesuri tot el que importa no vol dir que el que mesura importi poc<\/strong>. Com \u00e9s possible que despr\u00e9s d&#8217;una d\u00e8cada d&#8217;escolaritzaci\u00f3 obligat\u00f2ria tants alumnes encara no hagin consolidat aprenentatges com aquests?<\/p>\n<p>Arribats a aquest punt, comen\u00e7a l&#8217;habitual repartiment d&#8217;explicacions i responsabilitats. El pre\u00e0mbul mateix de la LOMLOE ja va deixar preparada una possible explicaci\u00f3 per a un escenari com aquest: \u00abels resultats no canviaran si no es canvia profundament la pr\u00e0ctica educativa\u00bb. <strong>No faltar\u00e0, per tant, qui sostingui que el problema no \u00e9s a la llei, sin\u00f3 que els seus principis no han arribat realment a les aules<\/strong>; que manca formaci\u00f3, acompanyament o preparaci\u00f3 del professorat per dur a la pr\u00e0ctica la seva proposta pedag\u00f2gica.<\/p>\n<p><strong>Una llei educativa no hauria de jutjar-se \u00fanicament per la bondat dels seus prop\u00f2sits<\/strong> ni per com sonen de b\u00e9 els seus principis. Tamb\u00e9 ens haur\u00edem de preguntar si les decisions que adopta ajuden realment que els alumnes aprenguin m\u00e9s i millor. I, sobretot, si despr\u00e9s d&#8217;anys d&#8217;escolaritzaci\u00f3 aconseguim que tots arribin, almenys, a aquests aprenentatges que considerem b\u00e0sics i aix\u00f2 que anomenem <strong>cultura general<\/strong>. La que permet comprendre el m\u00f3n i pensar per un mateix. <strong>La que compartim en societat, a la qual l&#8217;escola no hi pot renunciar si vol continuar anomenant-se escola<\/strong>.<\/p>\n<p>Mentrestant, la gallina lesionada continua esperant una aspirina.<\/p>\n<hr \/>\n<h6><strong>Notes:<\/strong><\/h6>\n<ol>\n<li>Les dades de PISA 2025 procedeixen de l&#8217;Instituto Nacional de Evaluaci\u00f3n Educativa (INEE), <em>Ministerio de Educaci\u00f3n, Formaci\u00f3n Profesional y Deportes, PISA 2025<\/em>, on es pot consultar l&#8217;Informe espanyol i la resta de documentaci\u00f3 de l&#8217;estudi: <span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/www.educacionfpydeportes.gob.es\/inee\/ca\/evaluaciones-interna\" target=\"_blank\" rel=\"noopener\">https:\/\/www.educacionfpydeportes.gob.es\/inee\/ca\/evaluaciones-interna<\/a><\/span><\/li>\n<\/ol>\n<p>2. Els exemples &#8220;F\u00f2rum sobre aus&#8221; i &#8220;La compra d&#8217;un cotxe&#8221; procedeixen dels \u00edtems alliberats de PISA publicats pel <em>Instituto Nacional de Evaluaci\u00f3n Educativa (INEE), Ministerio de Educaci\u00f3n, Formaci\u00f3n Profesional y Deportes, a la secci\u00f3 &#8220;\u00cdtems alliberats interactius de PISA<\/em>&#8220;: <span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/www.educacionfpydeportes.gob.es\/inee\/publicaciones\/items-liberados\/items-liberados-interactivos-pisa.html\" target=\"_blank\" rel=\"noopener\">https:\/\/www.educacionfpydeportes.gob.es\/inee\/publicaciones\/items-liberados\/items-liberados-interactivos-pisa.html<\/a><\/span><\/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 LOMLOE es va aprovar el desembre del 2020. Aquella llei havia d&#8217;aconseguir, segons el seu pre\u00e0mbul, \u00abla millora dels resultats educatius de l&#8217;alumnat\u00bb. Ara torna PISA a dir-nos com anem. I amb ella tornen les not\u00edcies sobre l&#8217;estat de la nostra educaci\u00f3, tornen les reflexions sobre els perqu\u00e8s i torna el repartiment de culpes. Durar\u00e0 uns quants dies. Potser setmanes.<\/p>\n","protected":false},"author":4,"featured_media":36392,"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":[307,4718],"class_list":["post-36399","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-lomloe-ca","tag-pisa-2025"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La gallina, l\u2019aspirina i PISA - Educational Evidence<\/title>\n<meta name=\"description\" content=\"La LOMLOE es va aprovar el desembre del 2020. Aquella llei havia d&#039;aconseguir, segons el seu pre\u00e0mbul, \u00abla millora dels resultats educatius de l&#039;alumnat\u00bb. Ara torna PISA a dir-nos com anem. I amb ella tornen les not\u00edcies sobre l&#039;estat de la nostra educaci\u00f3, tornen les reflexions sobre els perqu\u00e8s i torna el repartiment de culpes. Durar\u00e0 uns quants dies. Potser setmanes.\" \/>\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\/la-gallina-laspirina-i-pisa\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La gallina, l\u2019aspirina i PISA - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"La LOMLOE es va aprovar el desembre del 2020. Aquella llei havia d&#039;aconseguir, segons el seu pre\u00e0mbul, \u00abla millora dels resultats educatius de l&#039;alumnat\u00bb. Ara torna PISA a dir-nos com anem. 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