{"id":37520,"date":"2026-11-04T08:42:42","date_gmt":"2026-11-04T07:42:42","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=37520"},"modified":"2026-11-04T08:42:52","modified_gmt":"2026-11-04T07:42:52","slug":"educacio-i-democracia-democracia-educativa-o-educacio-democratica","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/educacio-i-democracia-democracia-educativa-o-educacio-democratica\/","title":{"rendered":"Educaci\u00f3 i democr\u00e0cia: \u00abdemocr\u00e0cia educativa\u00bb o \u00abeducaci\u00f3 democr\u00e0tica\u00bb?"},"content":{"rendered":"

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

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

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Xavier Mass\u00f3<\/strong><\/a><\/p>\n

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Tamb\u00e9 podr\u00edem formular la pregunta en termes de quin sistema educatiu s’av\u00e9 i conv\u00e9 m\u00e9s a una democr\u00e0cia. No \u00e9s una pregunta ociosa. El que s’hi dirimeix \u00e9s si fem prevaldre per damunt de tot un funcionament integralment democr\u00e0tic de la instituci\u00f3 educativa a tots els nivells, o si, per contra, el que cal \u00e9s prioritzar que l\u2019escola formi futurs ciutadans lliures aptes per a la democr\u00e0cia.<\/p>\n

No \u00e9s un debat nou. Es remunta a les cr\u00edtiques a l’escola republicana de tradici\u00f3 il\u00b7lustrada per part del romanticisme antiautoritari d’arrel rousseauniana; la primera es correspon amb el model d’una \u00abeducaci\u00f3 democr\u00e0tica\u00bb<\/strong> -o educaci\u00f3 per a la democr\u00e0cia-, el model il\u00b7lustrat de Condorcet<\/strong>; la segona, amb el de \u00abdemocr\u00e0cia educativa\u00bb<\/strong>, el de Rousseau<\/strong> i els seus posteriors avatars pedag\u00f2gics -amb el regal incl\u00f2s del vicari savoi\u00e0<\/em> per la compra del producte-.<\/p>\n

En un text al nostre parer de rabiosa centralitat educativa[1]<\/a>, Hanna Arendt<\/strong> ens recordava que \u00abel problema de l’educaci\u00f3 al m\u00f3n modern se centra en el fet que, per la seva pr\u00f2pia naturalesa, no pot renunciar a l’autoritat ni a la tradici\u00f3, i tot i aix\u00ed, s’ha de desenvolupar en un m\u00f3n que ja no s’estructura gr\u00e0cies a l’autoritat ni es mant\u00e9 unit gr\u00e0cies a la tradici\u00f3\u00ab<\/em>.<\/p>\n

Per a Arendt, l’escola<\/strong> no pertany ni a l’esfera privada ni a la pol\u00edtica (p\u00fablica), sin\u00f3 que se situa en all\u00f2 prepol\u00edtic, o prep\u00fablic<\/strong>, en la mesura que li \u00e9s l\u00f2gicament i cronol\u00f2gicament anterior: s’ocupa del proc\u00e9s de formaci\u00f3 previ a l’ingr\u00e9s a la societat adulta, a la qual haur\u00e0 d’haver posat en condicions d’accedir. Una especificitat, aquesta, que li confereix una caracter\u00edstica particularment distintiva i que li ve donada pel fet que \u00aball\u00f2 que en educaci\u00f3 pot tenir validesa general, no necess\u00e0riament en t\u00e9 fora, o sigui, en el m\u00f3n dels adults\u00bb.<\/p>\n

I aix\u00ed sembla, efectivament, tant en el cas de l’autoritat com en el de la remissi\u00f3 a la tradici\u00f3. Mentre que a l’esfera del p\u00fablic els ciutadans es troben en un mateix pla d’igualtat davant la llei, en educaci\u00f3, en canvi, no \u00e9s aix\u00ed; entre els seus agents hi ha una relaci\u00f3 asim\u00e8trica: un, adult, ensenya; un altre, nen o adolescent, apr\u00e8n<\/strong>. Alhora, el m\u00f3n dels adults pot viure m\u00e9s un\u00edvocament at\u00e8s a la immediatesa del present i donar en tot cas la tradici\u00f3 per descomptada; en l’esfera de l\u2019educatiu, en canvi, no pot ser aix\u00ed perqu\u00e8, com ens segueix recordant Arendt al mateix assaig, en ser el m\u00f3n sempre m\u00e9s vell que els que aprenen, l’aprenentatge es projecta inevitablement cap al passat<\/em>.<\/p>\n

Hi ha tamb\u00e9 un aspecte que val la pena destacar, per l’oblit interessat de qu\u00e8 ha estat objecte en les darreres d\u00e8cades per part de les pedagogies oficials. Per Hanna Arendt, \u00abLa funci\u00f3 de l’educaci\u00f3 consisteix en ensenyar als nens com \u00e9s el m\u00f3n i no instruir-los en l’art de viure-hi\u00ab<\/em>. Perqu\u00e8 com viure-hi m\u00f3n \u00e9s una cosa que cadasc\u00fa haur\u00e0 de decidir en tot cas i segons el seu propi criteri, a la formaci\u00f3 del qual haur\u00e0 d’haver-hi contribu\u00eft, sens dubte, la instrucci\u00f3 rebuda durant l’etapa escolar. La ra\u00f3 \u2018aquesta tal puntualitzaci\u00f3 \u00e9s \u00f2bvia i de doble arrel. D’una banda, se\u2019ns recorda que l’objectiu de l’escola \u00e9s la transmissi\u00f3 del coneixement, no l’adoctrinament, i que aix\u00f2 ha de ser aix\u00ed perqu\u00e8 l’individu \u00e9s un fi en si mateix i mai un mitj\u00e0. Passar d’ensenyar com \u00e9s el m\u00f3n a indicar com viure-hi no sembla que s’avingui gaire amb aquesta idea il\u00b7lustrada d’arrel kantiana.<\/p>\n

Arendt s’oposa tamb\u00e9 a la consideraci\u00f3 de la inf\u00e0ncia i l’adolesc\u00e8ncia com a etapes aut\u00f2nomes<\/strong> amb sentit per si mateixes<\/strong>, igual que tamb\u00e9 s’oposa a la seva subjecci\u00f3 a la l\u00f2gica pr\u00f2pia de la societat adulta. Com que no s\u00f3n etapes aut\u00f2nomes, ni es pot ni han de constituir segons les seves pr\u00f2pies din\u00e0miques \u00abnaturals\u00bb o \u00abespont\u00e0nies\u00bb, ni sota un marc en qu\u00e8 el docent sigui un mer acompanyant la funci\u00f3 del qual hagi de consistir a adaptar-se a l’entorn propi del m\u00f3n de la inf\u00e0ncia o de l’adolesc\u00e8ncia, limitat a propiciar i vehicular el desenvolupament de llurs pulsions. Aix\u00ed, en no ser el \u00abm\u00f3n\u00bb dels educands aut\u00f2nom i amb sentit per si mateix, sin\u00f3 venint-li donat per la vida adulta en qu\u00e8 es resoldr\u00e0, s\u00f3n aleshores indissociables a l’educaci\u00f3 els conceptes d’autoritat i de remissi\u00f3 a la tradici\u00f3, que a trav\u00e9s del docent funcionen com a vincle entre el m\u00f3n adult i el de les noves generacions que un dia ho seran. Altrament dit, que tothom pugui estudiar \u00e9s democr\u00e0tic, per\u00f2 l\u2019ensenyament de les matem\u00e0tiques no ho \u00e9s. I \u00e9s que l’educaci\u00f3 no \u00e9s una proc\u00e9s natural ni espont\u00e0nia, sin\u00f3 artificial<\/strong> i, per tant, \u00a0necess\u00e0riament guiat.<\/p>\n

Per\u00f2 tamb\u00e9 hem pogut constatar que el principi d’autoritat en educaci\u00f3 ja estava comen\u00e7ant a ser q\u00fcestionat als anys cinquanta del segle XX. Vistos doncs els requisits formals de l’educaci\u00f3, l’objecci\u00f3 se’ns planteja aleshores en termes de com els podem compaginar amb els d’una societat democr\u00e0tica. En altres paraules, i fins i tot a risc d’inc\u00f3rrer en heretgia per al Sant Ofici, la q\u00fcesti\u00f3 \u00e9s si mantenir el principi d’autoritat en educaci\u00f3 significa sacrificar els valors democr\u00e0tics, <\/strong>com sostenen uns, o si, al contrari, com sostenen altres, \u00e9s just al rev\u00e9s i mantenir-lo \u00e9s precisament una condici\u00f3 necess\u00e0ria per assegurar el futur de la democr\u00e0cia<\/strong>.<\/p>\n

Arribats a aquest punt, no sembla pas, la veritat, que la noci\u00f3 d’educaci\u00f3 democr\u00e0tica plantegi massa problemes conceptuals ni morals, perqu\u00e8 afirmar que l’educaci\u00f3 (en una democr\u00e0cia) por no ser ella mateixa democr\u00e0tica s’av\u00e9 amb la pr\u00f2pia estructura del binomi docent\/discent, \u00e9s a dir, amb el model de l’Acad\u00e8mia que regeix en el m\u00f3n occidental des de, com a m\u00ednim, els temps de Plat\u00f3, on l\u2019autoritat docent es legitima en el domini de la mat\u00e8ria que s\u2019ensenya. Un model que ha sobreviscut durant m\u00e9s de dos mil\u00b7lennis a democr\u00e0cies, dictadures i populismes de tota mena, el q\u00fcestionament del qual s\u2019ha produ\u00eft sempre hist\u00f2ricament en contextos dominats per la demag\u00f2gia en qu\u00e8 el poder se la volguda apropiar per a transferir-la als seus sicofants. El cas del nazisme, per exemple, \u00e9s un dels m\u00e9s emblem\u00e0tics i alhora sospitosament dels menys estudiats.<\/p>\n

I potser s\u00ed que el binomi docent\/discent<\/strong> no sigui al capdavall tot el democr\u00e0tic que des del rigorisme m\u00e9s purista seria de desitjar, tanmateix, i ben mirat, tampoc ho \u00e9s pas la relaci\u00f3 metge\/pacient i no per aix\u00f2 hi veu ning\u00fa perillar els carreus de la democr\u00e0cia. D\u2019altra banda, si pensem en veritats sobre les que cal instruir a l’escola, de l’estil si hi va haver un big bang<\/em> o no, si l’aire pesa i si calent pesa m\u00e9s o menys que fred o si la Terra orbita al voltant del Sol o al rev\u00e9s, no sembla pas que cap ni una sigui decidible per votaci\u00f3 en assemblea, com tampoc no ho \u00e9s si l\u2019astrologia \u00e9s una ci\u00e8ncia o una pseudoci\u00e8ncia. Simplement, la democr\u00e0cia no t\u00e9 res a dir en aquesta mena de menesters, llevat, \u00e9s clar, de denunciar-ne les impostures.<\/p>\n

La noci\u00f3 de democr\u00e0cia educativa, en canvi, s\u00ed que sembla plantejar problemes seriosos, tant d’ordre te\u00f2ric com pr\u00e0ctic. D’entrada imposa l’exig\u00e8ncia d’un funcionament plenament democr\u00e0tic del proc\u00e9s educatiu mateix i de l’estructura i la instituci\u00f3 que el duu a terme. I els problemes s\u00f3n de caire diferent segons el cas.<\/p>\n

De fet, el que la idea de \u00abdemocr\u00e0cia educativa\u00bb planteja fonamentalment \u00e9s, des d\u2019una perspectiva diguem-ne llibert\u00e0ria, l’eliminaci\u00f3 del principi d’autoritat a l’escola, posant com a iguals els que no ho s\u00f3n, \u00e9s a dir, projectant la societat adulta al m\u00f3n infantil i juvenil, amb la qual cosa, en comptes d’estar aprenent les regles del joc per algun dia poder participar-hi amb coneixement de causa, es decideix que el joc \u00e9s ell mateix l’aprenentatge. Una bajanada de l\u2019ordre d\u2019afirmar que el moviment es demostra caminant: caminar no \u00e9s demostrar el moviment, sin\u00f3 en tot cas (nom\u00e9s) mostrar-lo<\/strong>, cosa que no \u00e9s pas el mateix.<\/p>\n

En la versi\u00f3 m\u00e9s actualitzada i elaborada, aquesta d\u2019inspiraci\u00f3 no gens llibert\u00e0ria, la supressi\u00f3 del principi d’autoritat es duu a terme transferint-lo a una inst\u00e0ncia externa al proc\u00e9s educatiu, a un instrument o mitj\u00e0 que passa a convertir-se en fi. No s’elimina el principi d’autoritat, sin\u00f3 la figura que el representava, pel procediment d’eliminar-la o canviar-ne les funcions. \u00c9s a dir, convertint el docent en un coach<\/em> o en un conseller espiritual que simplement tutela o, tamb\u00e9 i m\u00e9s futuriblement, per\u00f2 ja en avan\u00e7at estat d’experimentaci\u00f3, substituint-lo per una IA, a la qual sembla haver-se transferit incondicionalment alguna cosa m\u00e9s que el modest principi d’autoritat de qu\u00e8 aqu\u00ed est\u00e0vem parlant, sin\u00f3 el principi de tota autoritat. Per\u00f2 d\u2019aix\u00f2 en parlarem un altre dia.<\/p>\n

Mentrestant, meravellem-nos veient com, amb a penes quatre cites d’un breu assaig de fa tres quarts de segle, Hanna Arendt en t\u00e9 m\u00e9s que suficient per a desmuntar d\u2019una tacada les categories fundants de la pr\u00e0ctica totalitat de la literatura pedagogista dels segles XX i XXI. I tamb\u00e9, de passada, de tots els seus ep\u00edgons postmoderns abans fins i tot que apareguessin en escena. I mentrestant tamb\u00e9, quedem-nos amb Hanna Arendt<\/strong>.<\/p>\n

___<\/p>\n

[1]<\/a> Hannah Arendt. Crisi a l\u2019educaci\u00f3 (1953). Publicat posteriorment a \u2018Entre el passat\u00a0 i el futur. Vuit exercicis de reflexi\u00f3 pol\u00edtica<\/em>\u2019 (1961).<\/p>\n

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

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

No \u00e9s un debat nou. 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