{"id":36470,"date":"2026-09-15T08:44:04","date_gmt":"2026-09-15T06:44:04","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36470"},"modified":"2026-09-15T08:46:58","modified_gmt":"2026-09-15T06:46:58","slug":"mirar-cap-a-una-altra-banda","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/mirar-cap-a-una-altra-banda\/","title":{"rendered":"Mirar cap a una altra banda"},"content":{"rendered":"<p>Imatge creada per IA.<\/p>\n<blockquote><p><span style=\"color: #ffffff;\"><strong>LA GRAN ESTAFA. Secci\u00f3 d\u2019opini\u00f3 a c\u00e0rrec de David Cerd\u00e1<\/strong><\/span><\/p><\/blockquote>\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-11480\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/11\/David-Cerda-oK-cuadrada-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/p>\n<p>&nbsp;<\/p>\n<p class=\"mdp-avatar-title\"><strong><span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/www.davidcerda.es\/\" target=\"_blank\" rel=\"noopener\">David Cerd\u00e1<\/a><\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>El passat 30 de maig, el diari <em>El Pa\u00eds<\/em> va publicar una carta de <strong>Patricia Vega Magdaleno<\/strong>, professora de secund\u00e0ria, sota un t\u00edtol hom\u00f2nim al d&#8217;aquesta pe\u00e7a. S\u00f3n amb prou feines unes l\u00ednies, per\u00f2, aix\u00f2 s\u00ed, estan exemptes d&#8217;aquell argot pedag\u00f2gic que enfanga qualsevol conversa sobre educaci\u00f3 abans de comen\u00e7ar. Una docent expressa all\u00f2 que veu: el sistema es degrada, molts alumnes han deixat de voler aprendre, una part de les fam\u00edlies s&#8217;enfronta al professor i titulen joves amb grav\u00edssimes mancances. Acusa la societat de consentir-ho. Per\u00f2 no \u00e9s pas el desfogament d&#8217;una professora cansada; sostenir tal cosa seria una altra manera de mirar cap a una altra banda.<\/p>\n<p><strong>Vega parla de \u00abdegradaci\u00f3\u00bb, i diu que \u00e9s \u00abimparable\u00bb<\/strong>. S\u00ed al primer i no al segon. <span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/www.oecd.org\/content\/dam\/oecd\/en\/publications\/reports\/2023\/11\/pisa-2022-results-volume-i-and-ii-country-notes_2fca04b9\/spain_f1a3afc1\/3df2ae68-en.pdf\" target=\"_blank\" rel=\"noopener\">PISA 2022<\/a><\/span><a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a> va trobar que el 27% dels alumnes espanyols de quinze anys estava per sota del nivell b\u00e0sic de compet\u00e8ncia matem\u00e0tica i el 24% per sota d&#8217;aquest llindar en lectura; i han passat quatre anys costa avall. Des del 2012, la proporci\u00f3 d&#8217;estudiants sota el nivell b\u00e0sic va augmentar sis punts en lectura. Espanya \u00e9s a prop de la mitjana de l&#8217;OCDE, consol for\u00e7a peculiar quan la mitjana tamb\u00e9 empitjora. Hi ha una manera administrativa explicar aix\u00f2 que consisteix en parlar de resili\u00e8ncia del sistema i de recuperaci\u00f3 d&#8217;aprenentatges. N&#8217;hi ha un altre de m\u00e9s directe i \u00e9s el que necessitem: un de cada quatre adolescents espanyols amb el graduat escolar t\u00e9 un nivell de comprensi\u00f3 lectora inferior a la mitjana dels que fa trenta anys acabaven la prim\u00e0ria.<\/p>\n<p>Vega tamb\u00e9 diu que existeix \u00abun percentatge escandal\u00f3s d&#8217;alumnes que no volen aprendre\u00bb. Si la frase crema \u00e9s perqu\u00e8 introdueix una cosa que el debat educatiu sol tractar amb guants d&#8217;amiant: la voluntat de l&#8217;alumne. Hem constru\u00eft durant anys una teoria escolar en qu\u00e8 gaireb\u00e9<strong> tot frac\u00e0s exigeix \u200b\u200btrobar un culpable adult<\/strong>. Al professor se li demana que motivi qui arriba resolt a avorrir-se i que converteixi cada lli\u00e7\u00f3 en una experi\u00e8ncia captivadora. \u00c9s una expectativa infantil sobre l&#8217;educaci\u00f3, perqu\u00e8 aprendre requereix acceptar que durant for\u00e7a temps un preferir\u00e0 fer una altra cosa. <strong>El desig de saber es pot cultivar, per descomptat<\/strong>. Tamb\u00e9 es destrueix quan cada esfor\u00e7 es negocia i cada dificultat s&#8217;interpreta com a defecte del sistema. L&#8217;escola va comen\u00e7ar a enfonsar-se de deb\u00f2 quan va considerar ofenosa la idea d&#8217;obligaci\u00f3.<\/p>\n<p>La carta tamb\u00e9 entra en terreny familiar i parla de \u00abprogenitors hostils cap a la tasca docent\u00bb. L&#8217;autoritat escolar viu avui en una posici\u00f3 estrany\u00edssima. Es reclama al professor que posi l\u00edmits mentre s&#8217;examina cada l\u00edmit com a possible greuge. Algunes fam\u00edlies arriben al centre amb la l\u00f2gica del servei contractat; no es condueixen com a agents educatius \u2014moralment ho s\u00f3n\u2014, sin\u00f3 com a usuaris. Si el noi susp\u00e8n, el producte ha fallat. Si rebeu una sanci\u00f3, s&#8217;obre una investigaci\u00f3 dom\u00e8stica sobre el professor. L&#8217;adolescent descobreix de seguida de qu\u00e8 va el joc \u2014que sempre hi ha una inst\u00e0ncia per rec\u00f3rrer contra la conseq\u00fc\u00e8ncia dels seus propis actes\u2014 i el juga a favor seu.<\/p>\n<p>\u00abEstan obtenint titulacions analfabets funcionals\u00bb, afegeix Vega. A les organitzacions sabem perfectament que estem separant progressivament acreditaci\u00f3 i domini. Qu\u00e8 passa quan la \u00abinclusi\u00f3\u00bb es mesura pel t\u00edtol expedit en comptes de per all\u00f2 que s&#8217;ha apr\u00e8s? Doncs que estafem els m\u00e9s vulnerables, sobretot. <strong>Hem inventat una manera impecable de progressar sobre el paper mentre el coneixement no avan\u00e7a<\/strong>. Creure que aquesta no \u00e9s una de les raons \u2014dic una\u2014 importants per a explicar els nostres nivells de productivitat i salaris \u00e9s fer-se trampes al solitari.<\/p>\n<p>Hi ha una crueltat social amagada en aquest mecanisme. L\u00b4alumne d\u00b4una casa culta disposa de mecanismes privats per detectar la ficci\u00f3. Els pares saben quan un vuit val poc. Poden exigir m\u00e9s encara que el centre hagi donat per bo l&#8217;exercici. L&#8217;estudiant que dep\u00e8n enterament de l&#8217;escola rep el certificat i s&#8217;ho creu, perqu\u00e8 a m\u00e9s, a la porta de l&#8217;institut, l&#8217;espera un pol\u00edtic desaprensiu que li explicar\u00e0 sense parar a qu\u00e8 t\u00e9 dret. Despr\u00e9s descobreix que <strong>el mercat laboral posseeix formes menys compassives d&#8217;avaluaci\u00f3<\/strong>. All\u00ed una compet\u00e8ncia inexistent acaba notant-se. La supressi\u00f3 de l&#8217;exig\u00e8ncia sempre es presenta com una mesura favorable al feble i acaba beneficiant especialment el fort, perqu\u00e8 el fort pot comprar fora del sistema all\u00f2 que el sistema ha decidit deixar d&#8217;exigir-li. Aquesta \u00e9s precisament l&#8217;avaria que s&#8217;eixampla des de fa anys i que converteix el capital cultural familiar en un salvavides cada cop m\u00e9s decisiu. Per\u00f2 que el lector no es preocupi: nom\u00e9s hi haur\u00e0 un despertar quan no governin els que \u00abpropagandegen\u00bb progr\u00e9s.<\/p>\n<p>Resulta temptador culpar una llei educativa i esperar quatre anys que un altre govern redacti la seg\u00fcent. La <strong>LOMLOE<\/strong> ha suposat una reculada; per\u00f2 cap legislaci\u00f3 per si sola arreglar\u00e0 aquest desgavell. Els centres suporten incentius per reduir el conflicte i moltes fam\u00edlies agraeixen que el curs acabi sense ensurts. L&#8217;alumne obt\u00e9 un petit guany immediat \u2014d&#8217;acord amb la seva immaduresa\u2014 i el deute es va fent gran. Aix\u00f2 explica la persist\u00e8ncia del problema molt millor que qualsevol conspiraci\u00f3 pedag\u00f2gica. Hem apr\u00e8s a conviure amb el deteriorament perqu\u00e8 recon\u00e8ixer-ho obligaria a replantejar-nos el nostre model de ciutadania, ni m\u00e9s ni menys. La veritat \u00e9s que, si despertem, gaireb\u00e9 res no \u00e9s imparable. Per\u00f2 haurem d&#8217;aparcar la nostra covardia i mirar-nos al mirall, i despr\u00e9s posar-nos a arreglar-ho.<\/p>\n<p>___<\/p>\n<p><a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> Aquest article va arribar a la redacci\u00f3 d&#8217;<em>Educational Evidence<\/em> abans del 8 de setembre, data de la publicaci\u00f3 del nou informe\u00a0<span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/www.educacionfpydeportes.gob.es\/dam\/jcr:2f30e3ec-dbcd-4876-8550-5daedc1d7bbe\/informepisadigital2025.pdf\" target=\"_blank\" rel=\"noopener\">PISA 2025.<\/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>El passat 30 de maig, el diari El Pa\u00eds va publicar una carta de Patricia Vega Magdaleno, professora de secund\u00e0ria, sota un t\u00edtol hom\u00f2nim al d&#8217;aquesta pe\u00e7a. S\u00f3n amb prou feines unes l\u00ednies, per\u00f2, aix\u00f2 s\u00ed, estan exemptes d&#8217;aquell argot pedag\u00f2gic que enfanga qualsevol conversa sobre educaci\u00f3 abans de comen\u00e7ar.<\/p>\n","protected":false},"author":4,"featured_media":36481,"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":[4742],"class_list":["post-36470","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-patricia-vega-magdaleno"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Mirar cap a una altra banda - Educational Evidence<\/title>\n<meta name=\"description\" content=\"El passat 30 de maig, el diari El Pa\u00eds va publicar una carta de Patricia Vega Magdaleno, professora de secund\u00e0ria, sota un t\u00edtol hom\u00f2nim al d&#039;aquesta pe\u00e7a. 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