{"id":37161,"date":"2026-10-15T08:36:00","date_gmt":"2026-10-15T06:36:00","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=37161"},"modified":"2026-10-15T08:38:25","modified_gmt":"2026-10-15T06:38:25","slug":"el-saber-poder-dels-pedagogs","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/el-saber-poder-dels-pedagogs\/","title":{"rendered":"El saber-poder dels pedagogs"},"content":{"rendered":"

Imatge: V\u00edctor Mercado<\/p>\n

 <\/p>\n

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

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

 <\/p>\n

V\u00edctor Mercado<\/strong><\/p>\n

 <\/p>\n

El 1975, Michel Foucault<\/strong>, un dels mestres de la sospita hereus de Nietzsche<\/strong> en ple segle XX, ens va parlar a Vigilar i castigar,<\/em> de relacions de forces, de disciplina exercida sobre cossos, de l’art d’imposar tasques i de distribuir individus, sempre en un espai tancat, clausurat, a\u00efllat, com succeeix als col\u00b7legis, a les casernes, a les f\u00e0briques. Tot per obtenir amb el m\u00ednim esfor\u00e7 el benefici m\u00e9s gran. Tamb\u00e9 aleshores es va referir al control de l’activitat, a una r\u00edtmica del temps hereva de les velles comunitats mon\u00e0stiques, a cicles de repetici\u00f3 regulats en qu\u00e8 s’elabora un acte o es descompon un gest, inscrit aquest a l’ordit d’un entramat coactiu que el prescriu i el sost\u00e9 al llarg de tot un encadenament \u00a0en qu\u00e8 el cos \u00e9s travessat pel temps i, tamb\u00e9 en ser-ho, pel poder.<\/p>\n

Per\u00f2 com que no es pot parlar de \u00abpoder\u00bb en estat pur, sin\u00f3 nom\u00e9s encarnat en un \u00absaber\u00bb, en endavant Foucault sempre es referir\u00e0 a aquesta for\u00e7a encarregada d’imposar una tasca qualsevol a una multiplicitat com a \u00absaber-poder\u00bb<\/strong>, i nom\u00e9s \u00e9s possible la distinci\u00f3 entre ambdues categories per tal com el \u00abpoder\u00bb s’actualitza en el \u00absaber\u00bb<\/strong>. Com? Doncs a trav\u00e9s del que \u00e9s visible i d\u2019all\u00f2 enunciable. Per exemple, una escola i un enunciat sobre educaci\u00f3. Totes dues s\u00f3n coses que pertanyen a aquests ordres, i si pensem en l’escolar, el presoner o l’obrer f\u00e0cilment es pot concloure que aquesta mateixa mat\u00e8ria o subst\u00e0ncia \u2014humana, per cert\u2014, sota determinada forma o disciplina (la forma\/escola, la forma\/pres\u00f3, la forma\/taller o f\u00e0brica), s’ha concretat d’una manera per a deixar de ser una multiplicitat qualsevol. Per tant, el saber conforma; despr\u00e9s s’estratifica, i per aix\u00f2 es pot parlar d’arxius de saber, als quals corresponen les qualitats estable i est\u00e0tica, davant la inestabilitat i el dinamisme del \u00abpoder\u00bb, captades les seves forces en la forma fluida d’un esdevenir subjecte a una mutaci\u00f3 constant, ra\u00f3 per la qual Foucault afirma que el \u00abpoder\u00bb remet a estrat\u00e8gies, sempre canviants, sempre modificables.<\/p>\n

Ho veiem a l’era postindustrial a trav\u00e9s de la darrera mutaci\u00f3 patida als nostres centres educatius, que ja no s\u00f3n aquell projecte il\u00b7lustrat d’emancipaci\u00f3 a trav\u00e9s del saber, ni tampoc el projecte industrial de crear obrers disciplinats per a les f\u00e0briques. De fet, la LOMLOE (Llei Org\u00e0nica 3\/2020) pot ser llegida com una eina de consolidaci\u00f3 i perfeccionament normatiu davant de les mutacions sofertes des de la implantaci\u00f3 de l’ESO fins a l\u2019actualitat. I \u00e9s que per exig\u00e8ncies d’un gui\u00f3 biopol\u00edtic que concep el nostre alumnat com a excedent demogr\u00e0fic<\/strong>, els centres educatius p\u00fablics s’han convertit en centres de dia, en una nova instituci\u00f3 de reclusi\u00f3 hiperburocratitzada on no s’apr\u00e8n res i l’\u00fanic que importa \u00e9s mantenir els \u201creclusos\u201d, futurs treballadors de la precarietat, ocupats, pacificats i entretinguts, ja que l\u2019exc\u00e9s de titulacions i l\u2019auge de la IA produeix a les nostres modernes societats un coll d’ampolla pel qual el rendiment global del conjunt es veu frenat. Ra\u00f3 de m\u00e9s per a no dotar l’alumnat de la p\u00fablica d’un capital acad\u00e8mic potencialment revolucionari, per\u00f2 s\u00ed, per contra, d’una formaci\u00f3 superficial que prepari per acceptar la precarietat. Aix\u00ed, mentre un ex\u00e8rcit d’Epsilons <\/em>es prepara per a l’acceptaci\u00f3 d’un buit existencial amb qu\u00e8 es trobaran, a m\u00e9s, sense cap mena d\u2019estrat\u00e8gia de resist\u00e8ncia i sols davant del mercat, els futurs \u201calfes\u201d i \u201cbetes\u201d s\u00f3n educats en centres privats<\/strong> que garanteixen l’adquisici\u00f3 del capital acad\u00e8mic necessari i xarxes de contactes exclusives.<\/p>\n

D’altra banda, \u00e9s perfectament leg\u00edtim i necessari analitzar la inclusi\u00f3 com un dispositiu que pot ser instrumentalitzat, \u00e9s a dir, com a estrat\u00e8gia d’un \u00absaber-poder\u00bb que serveix per a emmascarar pol\u00edtiques d’austeritat sota el paraigua d’una presumpta democratitzaci\u00f3 de l’educaci\u00f3 de tend\u00e8ncia reaccion\u00e0ria, per\u00f2 que aconsegueix apar\u00e8ixer a ulls de la societat com a \u201cprogressista\u201d i \u201crevolucion\u00e0ria\u201d. L’estalvi dels costos de l’educaci\u00f3 especial fent bandera del dret a una educaci\u00f3 ordin\u00e0ria no segregadora ha justificat el tancament de molts centres d’educaci\u00f3 especial, per\u00f2 la realitat pressupost\u00e0ria \u00e9s que els recursos financers, materials i humans que sostenien aquells centres mai no s\u00f3n traslladats a l’escola ordin\u00e0ria. Aix\u00ed, la inclusi\u00f3 low cost<\/em> no busca l’emancipaci\u00f3 del subjecte amb discapacitat, sin\u00f3 la seva assimilaci\u00f3 econ\u00f2mica, ja que costa menys ficar tot l’alumnat en un mateix espai estandarditzat que sostenir diverses xarxes de suport hiperespecialitzat, de la qual cosa es segueix que el docent s’ha convertit en un gestor de contenci\u00f3 de crisi \u2014\u00e9s a dir, en un psic\u00f2leg, en un \u201csegurata\u201d, m\u00e9s que no pas en un educador.<\/p>\n

Aix\u00ed mateix, la proletaritzaci\u00f3 de l’alumnat tamb\u00e9 es trasllada al professorat mitjan\u00e7ant la delegaci\u00f3 de responsabilitats t\u00e8cniques que no li competeixen, ja que ha d’assumir rols que difuminen les fronteres de les compet\u00e8ncies leg\u00edtimes. \u00c9s normal, doncs, que el somni humit del pedagogisme sigui la creaci\u00f3 d’un cos \u00fanic que acabi amb les especialitats<\/strong>. Per\u00f2 \u00e9s que, a m\u00e9s a m\u00e9s, si la inclusi\u00f3 fracassa a l’aula, el \u00absaber-poder\u00bb dels pedagogs activa el mecanisme de culpabilitzaci\u00f3, que despla\u00e7a la culpabilitat de la fallida del sistema estructural cap a la moral o la capacitaci\u00f3 dels i les docents, als quals d\u2019altra banda es troben asfixiats per la burocr\u00e0cia, ja que mentre s’emplenen r\u00fabriques o es redacten informes o es creen materials propis, perqu\u00e8 el llibre de text ha estat substitu\u00eft per una pantalla, es fretura del temps f\u00edsic i mental necessaris per exercir la cr\u00edtica o la dissid\u00e8ncia, forma de sotmetiment aquesta \u00faltima a qu\u00e8 Foucault es va referir com la \u00abgovern\u00e0ncia per la burocr\u00e0cia\u00bb. Per tant, la inclusi\u00f3 pot operar i opera com a estrat\u00e8gia de governan\u00e7a neoliberal<\/strong> per abaratir un servei p\u00fablic, precaritzar la feina docent i simular una equitat que, sense pressupost real al darrere, es converteix en una forma de viol\u00e8ncia institucional per al professorat i per a l’alumnat m\u00e9s vulnerable. Una dada curiosa, que mostra la reeixida estrat\u00e8gia del \u00absaber-poder\u00bb dels pedagogs, \u00e9s que el nucli sindical dur d’un esquerranisme que es nodreix d’imatges inspirades per una llarga tradici\u00f3 contestat\u00e0ria i la seva ret\u00f2rica de radicalisme, ha comprat aquest discurs, en la creen\u00e7a que una mica m\u00e9s de finan\u00e7ament per a perpetuar el model de l’escola inclusiva \u00e9s la soluci\u00f3 a la proletaritzaci\u00f3 que pateix l\u2019alumnat dels centres p\u00fablics.<\/p>\n

En qualsevol cas, el term\u00f2metre del malestar docent reflecteix de l’efecte de les mutacions sofertes. La seva temperatura asfixiant no \u00e9s casual. Hi t\u00e9 molt a veure l’apropiaci\u00f3 de la veu docent per part d’un \u00absaber-poder\u00bb pedagog que parla sempre de dalt a baix<\/strong> i que no nom\u00e9s ha buidat el curr\u00edculum de continguts sota la coartada d’un pragmatisme mercantilista, sin\u00f3 que tamb\u00e9 ha contribu\u00eft a devaluar les titulacions assegurant la promoci\u00f3 sense l\u00edmits de l’alumnat a trav\u00e9s d’un sistema fluid que hi compleix una funci\u00f3 estrat\u00e8gica de contenci\u00f3 allunyada de la transmissi\u00f3 formal de coneixements tal com l’hav\u00edem coneguda des dels sistemes humanistes. Per aix\u00f2, l’educaci\u00f3 p\u00fablica ha estat desprove\u00efda del seu sentit, que era el de sobretot garantir la mobilitat social inter-generacional \u2013l’anomenat \u201cascensor social\u201d\u2013, per a ser una altra cosa.<\/p>\n

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

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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