{"id":36577,"date":"2026-09-30T08:41:04","date_gmt":"2026-09-30T06:41:04","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36577"},"modified":"2026-09-30T08:43:19","modified_gmt":"2026-09-30T06:43:19","slug":"questionant-la-ia-com-a-nova-panacea-educativa","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/questionant-la-ia-com-a-nova-panacea-educativa\/","title":{"rendered":"Q\u00fcestionant la IA com a nova panacea educativa"},"content":{"rendered":"

Imatge\u00a0Faisal Mehmood<\/a> –\u00a0Pixabay<\/a><\/p>\n

 <\/p>\n

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

\"\"<\/strong><\/p>\n

 <\/p>\n

Joan Nonell<\/strong><\/p>\n

 <\/p>\n

L\u2019exministra d\u2019Educaci\u00f3 que va desplegar la coneguda com a llei Cela\u00e1 (LOMLOE en la seva versi\u00f3 m\u00e9s pomposa), Pilar Alegr\u00eda<\/strong>, ja al mar\u00e7 del 2023, restava import\u00e0ncia a la davallada dels continguts en les diferents mat\u00e8ries del curr\u00edculum educatiu, fet que justificava per la imparable arribada de la Intel\u00b7lig\u00e8ncia Artificial<\/strong>. \u00c9s m\u00e9s, qualificava l\u2019esmentada llei com la resposta a la necessitat de repensar les noves formes d\u2019aprendre i ensenyar que aquesta presencia digital fantasmag\u00f2rica ens planteja. Textualment, la ministra deia: “Una cosa es que trabajemos la memoria y otra pensar que es suficiente esa acumulaci\u00f3n de contenidos para que nuestros estudiantes entiendan la realidad del mundo”[1]<\/a>. Doncs b\u00e9, ara que els resultats de les proves PISA 2025 han tornat a evidenciar el descens en compet\u00e8ncies lectores, matem\u00e0tiques i cient\u00edfiques<\/strong> de l\u2019alumnat patri, fruit en part de l\u2019aplicaci\u00f3 d\u2019aquestes “noves formes d\u2019aprendre i ensenyar”<\/strong>, \u00e9s un bon moment per establir correlacions entre el desplegament de noves pr\u00e0ctiques educatives que la llei promou i la suposada capacitaci\u00f3 que aporten al discent a l\u2019hora de “comprendre la realitat del m\u00f3n”, se\u2019ns dubte, un dels objectius que pret\u00e9n avaluar PISA.<\/p>\n

L\u2019Aprenentatge Basat en Projectes (ABP)<\/strong> o el desplegament curricular a partir de Situacions d\u2019Aprenentatge (SA<\/strong>) que l\u2019esmentada llei instaur\u00e0, obliga a docent i alumnat a destinar-hi for\u00e7a temps a l\u2019aprofundiment en la q\u00fcesti\u00f3 tractada, fet que pot resultar apropiat si el que es persegueix \u00e9s treballar determinades compet\u00e8ncies. El problema rau en qu\u00e8 tot aquest temps invertit, selectivament, en un aspecte concret de la mir\u00edada de continguts que presenta el curr\u00edculum, \u00e9s el que ens manca a l\u2019hora de abordar i tractar, amb un m\u00ednim de coher\u00e8ncia, la resta del coneixement que la mat\u00e8ria cont\u00e9. El resultat \u00e9s un aprenentatge discontinu, retallat i dislocat en la major part d\u2019\u00e0mbits<\/strong>, on el saber est\u00e0 subordinat al caprici d\u2019editorials, a projectes educatius de centre que prioritzen necessitats socials o a interessos de corporacions externes que veuen en el marasme de l\u2019escola i en el mareig dels docents l\u2019oportunitat de fer negoci.<\/p>\n

No cal ser un analista social de futurs plausibles per entendre que l\u2019aposta per aquestes “noves formes d\u2019aprendre i ensenyar” presentarien, ja a curt termini, els problemes que hem descrit. \u00c9s a dir, la mateixa Pilar Alegr\u00eda i els seus assessors ja preveien que els forats en la comprensi\u00f3 de la realitat del m\u00f3n<\/strong> que les noves pedagogies, presents en la LOMLOE, provocarien en generacions senceres d\u2019alumnes, planaven com a foscos n\u00favols sobre el llumin\u00f3s panorama educatiu reformista que el pedagogisme presentava com la soluci\u00f3 a la crisi de l\u2019Escola tradicional, republicana, igualadora i precursora de l\u2019ascens social. Per\u00f2 tenien un as preparat a la m\u00e0niga per fer-hi front i esvair la tempesta. Aquest no \u00e9s altre que el desplegament, en el camp educatiu, de la Intel\u00b7lig\u00e8ncia Artificial<\/strong>. El que, en primer lloc, pot fer aquesta tecnologia \u00e9s personalitzar l\u2019ensenyament. La idea \u00e9s, a partir de la diagnosi cognitiva a la que sotmet d\u2019inici als alumnes, oferir-los un programa d\u2019activitats i materials d\u2019estudi i aprenentatge dissenyats per fer perseverar en les seves caracter\u00edstiques a cadascun d\u2019ells, garantint aix\u00ed el seu \u00e8xit escolar, al mateix temps que permet a docents i centres crear tota mena d\u2019eines i materials de suport per refor\u00e7ar les mancances detectades o ampliar els coneixements derogats pels projectes i dem\u00e8s metodologies innovadores aplicades al llarg de les etapes educatives.<\/p>\n

El principi rector que l\u2019\u00fas d\u2019aquesta tecnologia requereix la fa prou atractiva per als defensors de la reforma educativa com per aplicar-la sense majors prevencions, respecte a possibles riscos i amenaces que contingui: la IA situa a l\u2019alumne en el centre del proc\u00e9s d\u2019aprenentatge. A m\u00e9s, la IA compta amb el benepl\u00e0cit de la ci\u00e8ncia, el progr\u00e9s tecnol\u00f2gic i l\u2019aprovaci\u00f3 de la societat, que se la mira entre encisada i atemorida, com si d\u2019una nova Esfinx es tract\u00e9s. Per si no hi hagu\u00e9s prou, se\u2019ns diu que la IA generativa<\/strong>, en els seus processos adaptatius d\u2019adquisici\u00f3 de nous aprenentatges per assimilaci\u00f3 de dades, imita el funcionament de la intel\u00b7lig\u00e8ncia biol\u00f2gica humana, rebent aix\u00ed l\u2019aprovaci\u00f3 de les neuroci\u00e8ncies -disciplines de culte de la fe pedagogista- per al seu \u00fas escolar. Tenir una tecnologia capa\u00e7, suposadament, de replicar i perfeccionar els mecanismes cognitius del cervell, la fa molt atractiva per a aquells que busquen viaranys r\u00e0pids per superar les dificultats d\u2019aprenentatge i la manca de motivaci\u00f3 de l\u2019alumnat. Per \u00faltim, un altre dels mantres del reformisme dels darrers anys diu que l\u2019escola no pot donar l\u2019esquena als canvis i transformacions que experimenta la societat i el m\u00f3n. La IA \u00e9s l\u2019exponent m\u00e9s paradigm\u00e0tic d\u2019aquests canvis, ra\u00f3 per la qual sembla una heretgia privar a l\u2019escola del seu \u00fas.<\/p>\n

En nom d\u2019aquest ensenyament ultramodern i utilitarista infal\u00b7lible les aules dels centres educatius i els cursos de formaci\u00f3 docent s\u2019han omplert d\u2019eines generatives, basades en la IA, que faciliten la creaci\u00f3 de mapes mentals, resums, esquemes, presentacions i activitats, creades per les grans corporacions tecnol\u00f2giques, que alegrement s\u2019apliquen sense ordre ni control, en una mena de gran experiment socio-educatiu, que segueix el criteri innovacionista<\/strong> que atribueix a tota novetat la bondat inherent al seu \u00fas. Tot un programa auto-desplegable que compta amb la conniv\u00e8ncia del professorat, sotm\u00e8s di\u00e0riament a la frustrant realitat de la desconnexi\u00f3 i apatia del seu alumnat, mentre rep els subtils est\u00edmuls de la promesa salv\u00edfica que representen aquestes eines, en la seva aplicaci\u00f3, i l\u2019emparament necessari de les autoritats educatives que, com la mateixa Pilar Alegr\u00eda en el seu moment, ho han fiat tot a la capacitat substitutiva de la IA i a la seva efic\u00e0cia.<\/p>\n

Tal com l\u2019\u00c9ric Sadin<\/strong> descriu en el seu assaig La inteligencia artificial o el desaf\u00edo del siglo[2<\/a><\/em><\/a>]<\/a>, l\u2019onada digitalitzadora en la que vivim s\u2019alimenta de la creen\u00e7a que rere l\u2019impuls algor\u00edtmic que governa la IA, hi ha una m\u00e0 invisible automatitzada que corregeix la societat, eliminant el desordre i foragitant la vulnerabilitat. Sota el principi de la comparativitat de tot amb tot que l\u2019economia de dades fa possible, per impulsar el capitalisme cognitiu, i la promesa de l\u2019optimitzaci\u00f3 d\u2019un mateix que el desenvolupament de la IA ens ha d\u2019aportar, sacrifiquem tota retic\u00e8ncia i prevenci\u00f3 cr\u00edtica, conven\u00e7uts del sumatori de beneficis correctors que s\u00f3n inherents al desplegament d\u2019aquesta tecnologia. La vella trampa il\u00b7lustrada del progr\u00e9s il\u00b7limitat s\u2019oculta rere l\u2019acceptaci\u00f3 i l\u2019optimisme confiat que pedagogs, pol\u00edtics i tecn\u00f2legs han escenificat davant la incursi\u00f3 de la IA en l\u2019escola. Constatant aquesta indefensi\u00f3, que ha trobat el terreny abonat per la crisi i desprestigi de les humanitats, primeres v\u00edctimes de l\u2019ascens utilitarista del desenvolupament tecnol\u00f2gic, cal aixecar un mur que protegeixi l\u2019escola de l\u2019assalt mercantilista i de l\u2019apropiaci\u00f3 ideol\u00f2gica que estant duent a terme les plataformes digitals, a trav\u00e9s de la IA.<\/p>\n

Rearmar-se i resistir passa per aclarir els principis que estan en la naturalesa mateixa de l\u2019escola. D\u2019igual forma que les humanitats no s\u00f3n econ\u00f2micament productives, per\u00f2 resulten essencials per mantenir saludable i activa la democr\u00e0cia, tal com demostra amb els seus treballs la Martha Nussbaum<\/strong>[3]<\/a>, l\u2019escola no ha de tractar d\u2019esdevenir el mirall exacte de la societat on es troba, sin\u00f3 que ha de preservar valors i b\u00e9ns culturals que garanteixen el desenvolupament integral de la condici\u00f3 humana. Parafrasejant Hannah Arendt<\/strong>, cal admetre que “el conservadorisme, pres en el sentit de conservaci\u00f3, \u00e9s l\u2019ess\u00e8ncia mateixa de l\u2019educaci\u00f3”[4]<\/a>. La tasca primordial de l\u2019escola \u00e9s encobrir i protegir all\u00f2 valu\u00f3s -el nen davant del m\u00f3n, el que existeix des d\u2019abans enfront de la novetat-, per fer-lo cr\u00e9ixer i que arribi a valdre\u2019s per si mateix, fins constituir-se com entitat aut\u00f2noma.<\/p>\n

Una de les paradoxes que ens deixa l\u2019an\u00e0lisi dels resultats recents de les proves PISA \u00e9s constatar que els alumnes que provenen dels entorns m\u00e9s afavorits, resulta que s\u00f3n els que m\u00e9s han empitjorat[5]<\/a>. Una explicaci\u00f3 plausible del fenomen \u00e9s que aquest alumnat, d\u2019entorn socioecon\u00f2mic m\u00e9s elevat, t\u00e9 un acc\u00e9s regular i continuat a les eines tecnol\u00f2giques, incloses les intel\u00b7lig\u00e8ncies artificials generatives, l\u2019\u00fas intensiu de les quals representa un clar desavantatge respecte a aquells, m\u00e9s desfavorits, que no les fan servir perqu\u00e8 no poden. Lligant-ho amb la prevenci\u00f3 conservadora plantejada per Hannah Arendt, podem concloure que la freq\u00fcentaci\u00f3 dels llibres impresos, que afavoreixen l\u2019atenci\u00f3 plena, i les pr\u00e0ctiques actives d\u2019escriptura madurativa del pensament, afegits al domini de les eines de c\u00e0lcul, s\u00f3n els mitjans m\u00e9s efica\u00e7os per, no nom\u00e9s permetre l\u2019assoliment dels millors resultats en les proves PISA sin\u00f3, sobretot, per adquirir l\u2019anhelat raonament cr\u00edtic que capacita l\u2019estudiant per a “entendre la realitat del m\u00f3n en qu\u00e8 viu”. Protegir-los de si mateixos i fomentar la creativitat i la pr\u00e0ctica reflexiva \u00e9s el millor servei que l\u2019escola pot oferir-los. Nom\u00e9s aix\u00ed els far\u00e0 capa\u00e7os de prendre les seves pr\u00f2pies determinacions en una societat cada cop m\u00e9s governada per sistemes aut\u00f2noms i criteris mercantilistes. Justament all\u00f2 que l\u2019exministra pretenia deixar en mans dels algoritmes de la IA, creats per omplir els forats provocats per les noves formes d\u2019aprendre i ensenyar, buidades de continguts, i centrades en l\u2019automatisme del fer m\u00e9s que en la llibertat del saber. La lli\u00e7\u00f3 que PISA ens dona, aquesta vegada, \u00e9s que idolatrar la innovaci\u00f3, aplicant-la sense la prevenci\u00f3 de la prud\u00e8ncia, m\u00e9s que una soluci\u00f3 per a l\u2019educaci\u00f3 \u00e9s l\u2019agreujament de la seva trag\u00e8dia<\/strong>.<\/p>\n

\n
Refer\u00e8ncies:<\/strong><\/h6>\n

[1]<\/a>\u00a0\u00a0\u00a0\u00a0 https:\/\/exitoeducativo.net\/pilar-alegria-educar-acumulando-contenidos-ya-no-sirve\/<\/a><\/p>\n

[2]<\/a>\u00a0\u00a0\u00a0\u00a0 \u00c9ric Sadin, La inteligencia artificial o el desaf\u00edo del siglo. Anatom\u00eda de un antihumanismo radical<\/em>, Ed. Caja Negra, Buenos Aires, 2020.<\/p>\n

[3]<\/a>\u00a0\u00a0\u00a0\u00a0 Martha C. Nussbaum, Sin fines de lucro. Por qu\u00e9 la democracia necesita de las humanidades<\/em>, Ed. Katz, Buenos Aires, 2012.<\/p>\n

[4]<\/a>\u00a0\u00a0\u00a0\u00a0 Hannah Arendt, Entre el pasado y el futuro. Ocho ejercicios sobre la reflexi\u00f3n pol\u00edtica<\/em>, Ed. Pen\u00ednsula, Barcelona, 1996.<\/p>\n

[5]<\/a>\u00a0\u00a0\u00a0\u00a0 https:\/\/www.ara.cat\/societat\/educacio\/pisa-espanya-alumnes-rics-han-perdut-mes-nivell-vulnerables_1_5844016.html<\/a><\/p>\n

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Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

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L\u2019exministra d\u2019Educaci\u00f3 que va desplegar la coneguda com a llei Cela\u00e1 (LOMLOE en la seva versi\u00f3 m\u00e9s pomposa), Pilar Alegr\u00eda, ja al mar\u00e7 del 2023, restava import\u00e0ncia a la davallada dels continguts en les diferents mat\u00e8ries del curr\u00edculum educatiu, fet que justificava per la imparable arribada de la Intel\u00b7lig\u00e8ncia Artificial.<\/p>\n","protected":false},"author":4,"featured_media":36585,"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":[434,4749,4750,1038,561,307,3174,4718],"class_list":["post-36577","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-abp","tag-criteri-innovacionista","tag-experiment-socio-educatiu","tag-ia-ca","tag-intelligencia-artificial","tag-lomloe-ca","tag-pedagogs","tag-pisa-2025"],"yoast_head":"\nQ\u00fcestionant la IA com a nova panacea educativa - Educational Evidence<\/title>\n<meta name=\"description\" content=\"L\u2019exministra d\u2019Educaci\u00f3 que va desplegar la coneguda com a llei Cela\u00e1 (LOMLOE en la seva versi\u00f3 m\u00e9s pomposa), Pilar Alegr\u00eda, ja al mar\u00e7 del 2023, restava 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