Xavier Mass\u00f3<\/strong><\/a><\/p>\n <\/p>\n
Com el personatge literari d’Ulrich<\/strong>, el nostre \u00e9s un sistema educatiu sense atributs, tot i que, aix\u00f2 s\u00ed, en un sentit molt m\u00e9s s\u00f2rdid que el del protagonista de la immortal obra de R. Musil<\/strong>.<\/p>\nA Ulrich, L’home sense qualitats<\/em>, aquesta privaci\u00f3 no \u00e9s per causa d\u2019ignor\u00e0ncia ni perqu\u00e8 freturi de valor, personalitat o virtuts -ans al contrari, de tot aix\u00f2 fins i tot pot anar-ne sobrat-, sin\u00f3 de la seva l\u00facida percepci\u00f3 de la f\u00fatil condici\u00f3 d’una societat la pretensi\u00f3 de transcend\u00e8ncia de la qual nom\u00e9s pot sostenir-se sobre la seva pr\u00f2pia farsa i la propensi\u00f3 a la frivolitat<\/strong> i a l\u2019enaltiment de la banalitat<\/strong>. La manca d’atributs d’Ulrich ho \u00e9s pel seu desarrelament d\u2019una societat que el priva de la possibilitat d\u2019acreditar-los.<\/p>\nEn el cas del nostre sistema educatiu, en canvi, la seva manca d’atributs o de qualitats \u00e9s el resultat de l’adopci\u00f3 com a criteri de la farsa la insubstancialitat de la qual l’ha anat desposseint d\u2019ells fins a convertir-se en el seu \u00fanic carreu. L’exal\u00e7ament de la frivolitat<\/strong> sense soluci\u00f3 de continu\u00eftat que ha dut al despla\u00e7ament de la categoria per l’an\u00e8cdota, de la subst\u00e0ncia per l’accident. I si tots s\u00f3n an\u00e8cdotes sense categoria, accidents sense subst\u00e0ncia, predicats sense subjecte o excepcions sense regla, aleshores ni an\u00e8cdotes ni accidents ni predicats ni excepcions ho s\u00f3n de res per mor de la simple abs\u00e8ncia de qualsevol possible marc de refer\u00e8ncia. Una an\u00e8cdota nom\u00e9s ho \u00e9s si hi ha una categoria a qu\u00e8 remet, com una excepci\u00f3 nom\u00e9s ho pot ser si hi ha una regla que incompleix. Potser no hi hagi regla sense excepci\u00f3, per\u00f2 no hi pot haver excepci\u00f3 sense regla.<\/p>\nI \u00e9s que en abs\u00e8ncia de marc de refer\u00e8ncia<\/strong> nom\u00e9s queda la indistinci\u00f3 que impedeix discernir en haver-se suprimit la difer\u00e8ncia: l’\u00fanica possible igualtat que integra en la seva idea la igualtat de iure<\/em> i la igualtat de facto<\/em>; la de dret i la de fet. L’idealisme filos\u00f2fic fichte\u00e0 en la seva plenitud totalit\u00e0ria, el mateix que inspira el somni humit del seu avatar pedag\u00f2gic<\/strong>. I si resulta que, parafrasejant Hegel, nom\u00e9s de nit totes les vaques s\u00f3n grises i el que volem \u00e9s que segueixin sent-ho, cal impedir llavors que claregi. Amb la llum, amb la claredat, emergirien unes difer\u00e8ncies que hom no vol recon\u00e8ixer; m\u00e9s concretament, que hom nega.<\/p>\nAquest ha estat el principi rector que obsessivament ha inspirat m\u00e9s de tres d\u00e8cades de reformes educatives al llarg de les quals s\u2019ha anat desterrant cada cop amb m\u00e9s afany qualsevol indici de qualificaci\u00f3, avaluaci\u00f3, comparaci\u00f3 o estandarditzaci\u00f3, comen\u00e7ant per abolir les categories que ho fan possible. Avui el que tenim \u00e9s un sistema educatiu buidat completament de continguts<\/strong>, impedit d’establir qualsevol categoria susceptible d’introduir un criteri de diferenciaci\u00f3 i comparaci\u00f3, ni tan sols pel que fa al que hauria de ser el seu propi marc conceptual: un sistema educatiu sense atributs, fidel a si mateix i als seus postulats igualitaristes, que ens ha sumit en una crisi educativa sense precedents.<\/p>\nAquest progressiu buidat categorial, de marcs de refer\u00e8ncia educatius i de continguts de coneixement ha transcorregut paral\u00b7lelament al recorregut del discurs pedag\u00f2gic hegem\u00f2nic fins a la seva eclosi\u00f3 apote\u00f2sica com a pedagogista; \u00e9s a dir, la consideraci\u00f3 de la pedagogia, ara elevada a la condici\u00f3 de Sancta Sanctorum<\/em> de l’altar educatiu, com l’alfa i omega de tota possible educaci\u00f3, quedant tot coneixement i els seus continguts sense atributs propis, subsidiaritzats i susceptibles de tractament \u00abpedagogitzat\u00bb, per tal com supeditats al nou discurs pedag\u00f2gic, alhora metadiscurs des d\u2019ara, que li confereix aquest nou estatus subordinat. Una aut\u00e8ntica aberraci\u00f3 epistemol\u00f2gica<\/strong>.<\/p>\nAmb aix\u00f2 hem passat de la pedagogia concebuda com una disciplina auxiliar, origin\u00e0riament fenom\u00e8nica i epag\u00f2gica<\/em>, que estudiava l’educaci\u00f3 i aportava reflexions i propostes concernents a l’experi\u00e8ncia formativa i extretes del mateix estudi d’aquesta, a una presumpta ci\u00e8ncia a priori<\/em> que imposa la seva f\u00e8rula sobre l’ensenyament d\u2019unes mat\u00e8ries i continguts que ignora. En altres paraules, ha passat de proposar i suggerir \u00abcom ensenyar\u00bb a dictar \u00abqu\u00e8 cal ensenyar, qu\u00e8 no i com\u00bb per tal que tot concordi amb el \u00abcom\u00bb que \u00e9s la resposta generada amb car\u00e0cter previ a la pregunta que hom suposa que havia de respondre; la dictadura del m\u00e8tode. I si ha d\u2019haver-hi matem\u00e0tiques socioemocionals, fins i tot al preu de carregar-se les matem\u00e0tiques, doncs no passa res i endavant!. Tota la resta \u00e9s subsidiari. Aix\u00f2 \u00e9s el pedagogisme, ni m\u00e9s ni menys.<\/p>\nI com que nom\u00e9s de nit totes les vaques s\u00f3n grises, per\u00f2 no podem evitar que acabi clarejant, fem llavors com si mai no es fes de dia, com si estigu\u00e9ssim en una nit perp\u00e8tua de fingiment, de farsa. El poder de convicci\u00f3 del performatiu \u00e9s poder\u00f3s quan s’exerceix des de la complicitat amb el poder. Per\u00f2 ara, precisament despr\u00e9s d’haver assolit el domini de la nit educativa, el pedagogisme t\u00e9 un problema: els enutjosos raigs de llum que penetren des de l’exterior per les esquerdes cada vegada m\u00e9s grans que apareixen en el vetust edifici sense llums que regenta; feixos de llum que, per uns instants, il\u00b7luminen una realitat que apareix m\u00f2rbidament empal\u00b7lidida, malaltissament descolorida, sense defenses per causa d\u2019una \u00abexposici\u00f3\u00bb tan llarga a la foscor.<\/p>\n
Aix\u00f2 \u00e9s el que passa quan apareixen els resultats de les proves PISA -en mesura molt menor, TIMMS, PIRLS o PIAAC-, que fan que s’estengui el p\u00e0nic entre els pedag\u00f2crates i els pol\u00edtics que els han investit. Perqu\u00e8 PISA ens posa, s\u00ed, davant dels altres pa\u00efsos, per\u00f2 tamb\u00e9 i sobretot, davant de nosaltres mateixos<\/strong>.<\/p>\nPer\u00f2 cal fer un inc\u00eds important sobre el que acabem de dir. Que proves com TIMMS i PIRLS mereixin tan poca atenci\u00f3 \u00e9s clarament indiciari de la ignor\u00e0ncia i el poc que els importa l’educaci\u00f3 als prohoms del pedagogisme patri<\/strong>. Ambdues proves es fan a alumnes de 9-10 anys, a l’etapa de prim\u00e0ria: de matem\u00e0tiques i ci\u00e8ncies, TIMMS; de comprensi\u00f3 lectora, PIRLS. El m\u00e9s alarmant de tot aix\u00f2 no \u00e9s que si passen tan desapercebudes sigui perqu\u00e8 tothom ja sap a hores d’ara que a prim\u00e0ria no es fa res, sin\u00f3, molt pitjor, que ja s’hagi interioritzat com a normal que sigui aix\u00ed. I aix\u00f2 \u00e9s molt greu, perqu\u00e8 TIMMS i PIRLS s\u00f3n molt lluny de ser un anecd\u00f2tic preludi a PISA. Ben al contrari, TIMMS i PIRLS detecten un mal que PISA ens ratifica sis anys despr\u00e9s que segueix all\u00ed, agreujat, sense que s\u2019hagi fet res d\u2019efectiu per a foragitar-lo. El que PISA ens est\u00e0 dient \u00e9s que hom segueix freturant de capacitats que no es van adquirir quan corresponia, amb l\u2019afegit que la seva no consolidaci\u00f3 ha impedit adquirir-ne de noves; de la mateixa manera que no es pot aprendre a multiplicar si abans no s\u2019ha apr\u00e8s a sumar i restar.<\/p>\nEn definitiva, si ignorem TIMMS i PIRLS i despr\u00e9s ens escandalitzem amb els resultats de PISA<\/strong> \u00e9s perqu\u00e8 no hem ent\u00e8s res o no volem entendre-ho: els resultats de totes aquestes proves -incloses les PIAAC<\/strong> per a poblaci\u00f3 adulta- no s’han d’entendre sincr\u00f2nicament, com s’est\u00e0 fent, sin\u00f3 diacr\u00f2nicament, com un proc\u00e9s d\u2019aprenentatge que no es pot comprendre si no l\u2019entenem com una seguit d\u2019etapes que adquireixen sentit en relaci\u00f3 amb el lloc que cadascuna ocupa en el proc\u00e9s i que cal superar i consolidar per a poder accedir a la seg\u00fcent; com una escalinata on cada esgla\u00f3 es la possibilitat d\u2019accedir al seg\u00fcent.<\/p>\nDit aix\u00f2, es podr\u00e0 criticar tot el que es vulgui aquestes i altres proves internacionals, sens dubte amb raons molt fonamentades i assenyades en alguns casos. Per\u00f2 mentre per aqu\u00ed seguim amb uns curr\u00edculums \u00abridiculums<\/em>\u00bb<\/strong>, sense proves ni ex\u00e0mens, ni interns ni externs, amb aprovats generals i promocions autom\u00e0tiques de curs i prohibint comparacions amb la insana intenci\u00f3 d’evitar que se\u2019ns vegi el llaut\u00f3, aquestes proves internacionals s\u00f3n l’\u00fanica cosa que tenim, s\u00f3n la prova material, l’evid\u00e8ncia que al nostre sistema educatiu li estan rebentant les costures i se li estan veient les vergonyes.<\/p>\nDura unes setmanes i passa una vegada cada tres anys. Despr\u00e9s, l’oblit. Podria ser pitjor, podria no passar mai. \u00c9s el que estan esperant que passi, que la societat se\u2019n despreocupi i tornin el silenci i la nit fingida. Potser que aix\u00ed succeeixi molt aviat. Un sistema educatiu sense atributs no augura precisament una futura societat que els tingui en possessi\u00f3.<\/p>\n
\nFont:\u00a0educational EVIDENCE<\/strong><\/p>\nDrets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"Com el personatge literari d’Ulrich, el nostre \u00e9s un sistema educatiu sense atributs, tot i que, aix\u00f2 s\u00ed, en un sentit molt m\u00e9s s\u00f2rdid que el del protagonista de la immortal obra de R. Musil. A Ulrich, L’home sense qualitats, aquesta privaci\u00f3 no \u00e9s per causa d\u2019ignor\u00e0ncia ni perqu\u00e8 freturi de valor, personalitat o virtuts…<\/p>\n","protected":false},"author":4,"featured_media":36755,"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":[4785,451,692,4786,305],"class_list":["post-36732","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-piaac","tag-pirls-ca","tag-pisa-ca","tag-r-musil","tag-sistema-educatiu"],"yoast_head":"\n
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