{"id":36555,"date":"2026-09-16T08:42:13","date_gmt":"2026-09-16T06:42:13","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36555"},"modified":"2026-09-16T08:42:22","modified_gmt":"2026-09-16T06:42:22","slug":"pero-que-es-un-sistema-educatiu-dani-olmo-tho-explica","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/pero-que-es-un-sistema-educatiu-dani-olmo-tho-explica\/","title":{"rendered":"Per\u00f2 qu\u00e8 \u00e9s un sistema educatiu? Dani Olmo t\u2019ho explica"},"content":{"rendered":"

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

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

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Santiago Garc\u00eda Tirado<\/strong><\/p>\n

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Mundial 2026. Final. Dani Olmo<\/strong> apareix davant de les c\u00e0meres en acabar el partit, i parla d\u2019educaci\u00f3<\/strong>. Un periodista l\u2019ha posat en la tessitura d\u2019haver de valorar la mala passada de la selecci\u00f3 argentina que, durant el lliurament de la copa a Espanya, s\u2019ha mantingut d\u2019esquena, com un possible gest de menyspreu. Diu literalment: “Al final crec que tamb\u00e9 \u00e9s important els valors que vols transmetre. Som un exemple per a moltes generacions, per a molts nens i nenes”. Alg\u00fa que concita admiraci\u00f3, i que a m\u00e9s representa un pa\u00eds, assumeix una quota de la feina d’educar. Ho vulgui o no, la seva manera genera un model, i ho assumeix.<\/p>\n

S\u00ed, Dani Olmo \u00e9s un jugador de futbol.<\/p>\n

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Captura d\u2019un v\u00eddeo de RTVE<\/figcaption><\/figure>\n

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Ara parlarem de qu\u00e8 \u00e9s un sistema educatiu<\/strong>, com es reparteixen les palanques entre els seus agents, qui ho administra i supervisa, i amb quines perspectives. Quant a estat democr\u00e0tic, Espanya -qualsevol pa\u00eds, tota democr\u00e0cia- necessita entendre que la formaci\u00f3 dels seus ciutadans \u00e9s l’\u00fanica garantia que la democr\u00e0cia continu\u00ef amb el seu curs evolutiu. Que segueixi viva i segueixi servint els seus ciutadans. El contrari, deixar l’educaci\u00f3 a l’atzar de les circumst\u00e0ncies, els interessos de les empreses, les directrius d’organismes aliens, com l’OCDE, les tend\u00e8ncies tem\u00e0tiques successives o la bona vibra dels pedagogs \u00e9s gaireb\u00e9 el mateix que posar una societat sencera a provar la ruleta russa. Just el que hem estat fent per aqu\u00ed, sota qualsevol govern des del 1978.<\/p>\n

Per descomptat que en un breu article d’opini\u00f3 com aquest no donarem totes les claus necess\u00e0ries per solucionar un problema altament complex com el de l’educaci\u00f3, per\u00f2 s\u00ed que podem incidir en un element b\u00e0sic, el que t\u00e9 a veure amb la idea de sistema<\/strong>. Perqu\u00e8 sistema remet a un mecanisme complex, un en qu\u00e8 altres mecanismes simples exerceixen la seva funci\u00f3, tota vegada que supeditats a les necessitats del superior, que \u00e9s el que ha de produir l’efecte que se li hagi encomanat. Ent\u00e8s com a sistema al servei d’una ciutadania que es constitueix com a estat, i no com un qualsevol, sin\u00f3 com a estat democr\u00e0tic, l’educaci\u00f3 necessita diversos gestors<\/strong>. Nom\u00e9s en ments petites hi pot haver la idea que l’educaci\u00f3 \u00e9s responsabilitat \u00fanica de l’escola. Una societat precisa formar els que en el futur assumiran la tasca de sostenir-la \u2013ho diu Hannah Arendt<\/strong>, ho va dir Durkheim<\/strong>\u2013 i mostrar\u00e0 la seva maduresa en la mesura que posi tots els actors que tingui a l\u2019abast a la tasca d’educar. Aquest treball ingent, labori\u00f3s, \u00e9s el que assegura que cada nou ciutad\u00e0 que se suma a la seva societat, per naixement o per adveniment, rebr\u00e0 la formaci\u00f3 necess\u00e0ria per esdevenir ciutad\u00e0 de ple dret, lliure, informat, cr\u00edtic, aut\u00f2nom, solidari i respectu\u00f3s. I capa\u00e7 tamb\u00e9 de sostenir aquest model de m\u00f3n en el seu viatge cap al futur.<\/p>\n

La part de la discussi\u00f3 sorgeix precisament en aquest punt, que pel que sembla \u00e9s q\u00fcestionat en els \u00faltims temps per individus poc avesats, i per altres de ben conscients i molt m\u00e9s t\u00e8rbols. Es materialitza en aquesta tend\u00e8ncia a exigir que l’escola renunci\u00ef a funcions que sempre li havien correspost sense, a canvi, encarregar-les a cap altre gestor. Em refereixo a aquesta idea que s’expressa amb maximalismes del tipus \u201cjo tinc dret que al meu fill\/a no se li parli de…\u201d. \u00c9s un tema en qu\u00e8 s’ha cedit de manera subrept\u00edcia, de vegades amb una crida a la suposada conc\u00f2rdia, respecte per les minories, etc. i la majoria de vegades per la por del professorat a entrar en conflictes<\/strong> en qu\u00e8, sempre i gaireb\u00e9 sense excepci\u00f3, l’estat els deixa a l’estacada davant de la torba dels cridaners. Extirpar certs temes de la vida a les aules \u00e9s impedir que, per exemple, una nena arribada del Pakistan aprengui quins s\u00f3n els seus drets, la seva posici\u00f3 lliure i independent a la seva nova societat d’acollida; que un noi criat als carrers de Col\u00f2mbia o Rep. Dominicana entengui que hi ha alternatives a una vida on prima la llei del m\u00e9s fort; que una nena, un nen, educats en una casa on es creu a cegues en les diverses formes de la pseudoci\u00e8ncia, entengui que l’\u00e9sser hum\u00e0 \u00e9s hereu d’un patrimoni de coneixement cient\u00edfic atresorat per l’esp\u00e8cie al llarg de milers d’anys. No \u00e9s intel\u00b7ligent ni comporta beneficis restringir ni condicionar l\u2019\u00e0mbit d\u2019actuaci\u00f3 de l\u2019escola. Al servei d’una societat democr\u00e0tica, tot el saber acumulat en les diferents mat\u00e8ries que s’imparteixen a les aules, absolutament tot, s’ha de posar a l’abast de tot l’alumnat.<\/p>\n

Amb tot, la idea del sistema<\/em> va molt m\u00e9s enll\u00e0. Perqu\u00e8 l’escola -tot el per\u00edode obligatori m\u00e9s el per\u00edode posterior de formaci\u00f3- es restringeix a unes poques hores, mentre que hi ha altres \u00e0mbits en qu\u00e8 la seva tasca l\u2019han de prosseguir altres gestors. I \u00e9s aqu\u00ed on el sistema actual calibra les seves funcions de manera imperfecta. Hi ha altres actors amb poder d’educar i fins ara han fet servir deficientment tot el seu potencial. Parlo dels ajuntaments, que, en aquests moments de complexitat social creixent, han de comen\u00e7ar a integrar els mitjans de qu\u00e8 es disposa dins del sistema educatiu general. I toca fer-ho, a m\u00e9s, de manera urgent, per a assegurar la pau dels carrers, la qualitat de vida dels seus barris. Nom\u00e9s els ajuntaments, a trav\u00e9s de monitors, animadors socioculturals i altres t\u00e8cnic<\/strong>s, poden oferir espais de desenvolupament a aquests alumnes que no es poden costejar activitats extraescolars, per\u00f2 dels quals tampoc es pot desentendre lliurant-los al que sorgeixi, en tardes senceres de videojocs o en passejades sense fi en parcs i descampats, on nom\u00e9s poden ser enganxats per a bandes. Els patis d’escoles i instituts, buits de vesprada, s\u00f3n escenaris que denuncien manca d’\u00fas en moments en qu\u00e8 sabem que els ciutadans m\u00e9s joves necessiten m\u00e9s atenci\u00f3, m\u00e9s cura.<\/p>\n

Hi ha encara un tercer gestor -al costat de l’escola i l’ajuntament- del qual no es diu gaire en mat\u00e8ria d’educaci\u00f3 i que \u00e9s clau per al benestar d’una societat. \u00c9s aquest gestor que subsumeix tots els mitjans de comunicaci\u00f3 p\u00fablics \u2013subratllem p\u00fablics\u2013, un altre dels pilars del sistema educatiu ent\u00e8s de manera extensa. R\u00e0dios, televisions i webs<\/strong> ofereixen continguts que es consumeixen a tots els \u00e0mbits, i no nom\u00e9s entre joves. Els que s\u00f3n de titularitat p\u00fablica -els que procedeixen de la seva societat i s’hi deuen- s\u00f3n responsables d’oferir una equilibrada dieta tem\u00e0tica que inclogui, per descomptat, entreteniment, per\u00f2 no menys cultura, actualitat pol\u00edtica, ci\u00e8ncia, pensament, progr\u00e9s, en suma.<\/p>\n

Est\u00e0 b\u00e9 que sigui Dani Olmo, que \u00e9s admirat, que es mou en un paradigma que, pel que sembla, \u00e9s f\u00e0cilment comprensible per a una bona part de la poblaci\u00f3, qui digui que educar \u00e9s feina de tot individu que s’integra en una societat. \u00c9s meravell\u00f3s que ho entengui alg\u00fa que, en principi, no sembla que carregui amb la responsabilitat d’educar. I, aix\u00f2 no obstant, aqu\u00ed el tenim, ell i altres jugadors, herois de gestes esportives, triomfadors i admirats, que saben que mentre triomfen, adquireixen una dimensi\u00f3 de model per a la seva societat i, per aix\u00f2 mateix, s\u00f3n conscients que han de tenir cura del seu comportament al camp. No s\u00f3n votats per\u00f2, a la seva manera, tamb\u00e9 s\u00f3n representants de la ciutadania<\/strong>. Alguns mostren un sentit de l’\u00e8tica for\u00e7a superior a la mitjana dels que s\u00ed que es voten.<\/p>\n

Entenent aix\u00ed el sistema, la c\u00e0rrega es reparteix, per\u00f2 no minva l’exig\u00e8ncia de cadascun dels gestors. Al contrari. I justament per aix\u00f2 es fa inajornable recon\u00e8ixer i respectar el paper dels gestors i actors que assumeixen aquest enc\u00e0rrec social. Dir que \u201cja n\u2019hi ha prou de vacances, els pares hem de treballar\u201d \u00e9s adjudicar-li a l’escola el treball groller de la simple vigil\u00e0ncia i, als qui hi ensenyen, el pobre paper de ser mers monitors de temps lliure, amb l’afegit, si no \u00e9s demanar massa, que ensenyin als xavals all\u00f2 que a casa no es prenen la mol\u00e8stia d’ensenyar. Per\u00f2 poca cosa m\u00e9s. Una manera de degradar el sistema educatiu arrossegant-lo a all\u00f2 rudimentari, a l’embrutiment.<\/p>\n

Un dia al congr\u00e9s dels diputats alg\u00fa va entendre -sense formular-ho- que el que hi fan i diuen els representants de la ciutadania tamb\u00e9 contribueix a l’educaci\u00f3 d’un pa\u00eds. Se n’anava un diputat del PP, que passava a dedicar-se a la pol\u00edtica a la seva regi\u00f3 d’origen. A la tribuna d’oradors va apar\u00e8ixer un diputat dels seus ant\u00edpodes ideol\u00f2gics, fins i tot est\u00e8tics, que ja havia provocat xafarderies entre els parlamentaris al llarg de la legislatura. Era un diputat de Podemos. Va aprofitar que pujava a la tribuna per dirigir unes paraules al diputat conservador. Afectuoses. Va acabar amb aquesta frase inesperada: “Crec que el trobarem a faltar. Vost\u00e8 \u00e9s una bona persona”. El del PP es deia Alfonso Cand\u00f3n<\/strong>. El de Podem, Alberto Rodr\u00edguez<\/strong>.<\/p>\n

Va ser una classe pr\u00e0ctica de dec\u00e8ncia. N’hi hauria d’haver moltes m\u00e9s, que es repet\u00eds i es repet\u00eds, com fan els i les que ensenyen, fins que els alumnes aprenguin.<\/p>\n

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Font: educational EVIDENCE<\/strong><\/p>\n

Drets: Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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