{"id":37749,"date":"2026-11-13T08:47:18","date_gmt":"2026-11-13T07:47:18","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=37749"},"modified":"2026-11-13T08:47:36","modified_gmt":"2026-11-13T07:47:36","slug":"el-cavall-de-cal%c2%b7ligula-educacio-i-democracia-ii","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/el-cavall-de-cal%c2%b7ligula-educacio-i-democracia-ii\/","title":{"rendered":"El cavall de Cal\u00b7l\u00edgula (Educaci\u00f3 i democracia II)"},"content":{"rendered":"<p>Imatge creada per IA.<\/p>\n<p>&nbsp;<\/p>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><strong><img decoding=\"async\" class=\"alignleft wp-image-8678\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-150x150.jpg\" sizes=\"(max-width: 70px) 100vw, 70px\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-150x150.jpg 150w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/05\/Xavier-100x100.jpg 100w\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/twitter.com\/XmaSecundaria\" target=\"_blank\" rel=\"noopener\"><strong>Xavier Mass\u00f3<\/strong><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Que el que escau a una democr\u00e0cia sigui que tot ciutad\u00e0 pugui accedir a una educaci\u00f3 de qualitat no significa que aix\u00f2 sigui democratitzar l\u2019educaci\u00f3, ni que la validesa del segon principi de termodin\u00e0mica es pugi decidir ara per sufragi universal o que el seu ensenyament hagi de ser o pugui ser democr\u00e0tic.<\/p>\n<p>Per aix\u00f2, quan hom diu que <em>s\u2019ha de democratitzar l&#8217;educaci\u00f3<\/em>, \u00e9s talment com si hom digu\u00e9s que <em>el rei de Fran\u00e7a \u00e9s calb<\/em>; ni Fran\u00e7a t\u00e9 rei, ni tampoc \u00e9s democr\u00e0tic ni antidemocr\u00e0tic que la validesa d&#8217;un enunciat cient\u00edfic no es decideixi per afinitats, emocions, interessos, prefer\u00e8ncies o votgacions, sin\u00f3 per la seva fonamentaci\u00f3 epistemol\u00f2gica; I \u00e9s que, a m\u00e9s a m\u00e9s i ja que hi estem posats, doncs tampoc sembla que l&#8217;<strong>escolaritzaci\u00f3 obligat\u00f2ria<\/strong> sigui massa democr\u00e0tica. De fet, all\u00f2 genu\u00efnament democr\u00e0tic seria que l&#8217;escolaritzaci\u00f3 fos com el dret a vot, que es pot exercir o no, segons lliurement es decideixi. Aix\u00f2 seria sens dubte d\u2019un escr\u00fapol democr\u00e0tic incontestable. Tanmateix, haurem d\u2019admetre que com a idea \u00e9s una ximpleria i que ning\u00fa amb dos dits de seny negar\u00e0 que l&#8217;escolaritzaci\u00f3 obligat\u00f2ria \u00e9s un aven\u00e7 social incomparable i inexcusablement necessari per a la formaci\u00f3 dels futurs ciutadans d&#8217;una democr\u00e0cia.<\/p>\n<p>En aquest sentit, si per <em>democratitzar l\u2019educaci\u00f3<\/em> s\u2019ent\u00e9n la liquidaci\u00f3 del principi d\u2019<strong>autoritat acad\u00e8mica<\/strong>, llavors estarem alhora alterant tamb\u00e9 la relaci\u00f3 entre els termes del <strong>binomi docent\/discent<\/strong>, el nucli al voltant del qual es basteix l\u2019escola, la qual cosa implica que els objectiu i la funci\u00f3 de l\u2019escola es veuran tamb\u00e9 alterats. I \u00e9s llavors quan l&#8217;escola deixa de ser-ho, ras i curt, malgrat que la continuem anomenant aix\u00ed. Com quan <strong>Cal\u00edgula va nomenar senador el seu cavall<\/strong>: la par\u00f2dia grotesca de qu\u00e8 es va servir aquest emperador per escenificar la fulminaci\u00f3 del senat. Se&#8217;l va seguir anomenant senat, s\u00ed, per\u00f2 ja no exercia de tal i aix\u00ed ho va entendre tothom, fins i tot els senadors que, per salvar la pell, van aplaudir el nomenament del semental fins i tot amb les orelles.<\/p>\n<p>I \u00e9s que, la veritat, aquesta d\u00e8ria que certes tend\u00e8ncies pedag\u00f2giques tenen de posar en relaci\u00f3 la democratitzaci\u00f3 de l\u2019educaci\u00f3 amb l\u2019alteraci\u00f3 dels elements constitutius del binomi docent\/discent \u00e9s m\u00e9s aviat sospitosa. Molt especialment si tenim en compte que molts altres binomis, com ara metge\/pacient, director d\u2019orquestra\/instrumentista o entrenador de futbol\/jugador, per citar-ne nom\u00e9s alguns, no \u00e9s pas que siguin tampoc constitutivament gaire democr\u00e0tics, la qual cosa no sembla tanmateix preocupar ning\u00fa gens ni mica. Sembla doncs una fixaci\u00f3 que ens fa pensar que nom\u00e9s \u00e9s el transsumpte d\u2019un projecte de m\u00e9s envergadura, l\u2019objectiu del qual no pot ser un altre que acabar amb la transmissi\u00f3 de coneixement a l\u2019escola; o sigui, <strong>acabar amb l\u2019escola<\/strong>. Per\u00f2 ja \u00e9s prou democr\u00e0tic aix\u00f2? A veure.<\/p>\n<p>Sense \u00e0nim de ser exhaustius,<strong> Extensivament<\/strong>,<strong> s&#8217;ent\u00e9n per democr\u00e0cia<\/strong> aquella forma d&#8217;organitzaci\u00f3 pol\u00edtica que consisteix a designar els governants per part de la ciutadania mitjan\u00e7ant un procediment de votaci\u00f3 legalment regulat. El car\u00e0cter representatiu dels governants prov\u00e9 llavors de la seva condici\u00f3 d&#8217;electes. Des de la Il\u00b7lustraci\u00f3, aix\u00f2 \u00e9s conceptualment inseparable de la noci\u00f3 d&#8217;estat de dret, \u00e9s a dir: la separaci\u00f3 dels tres poders de l&#8217;estat -executiu, legislatiu i judicial- i la seva submissi\u00f3 al marc legal vigent, a l&#8217;imperi de la llei. La democr\u00e0cia no \u00e9s, doncs, vista aix\u00ed, una ideologia o una proposta pol\u00edtica, sin\u00f3 les regles del joc sota les quals t\u00e9 lloc la designaci\u00f3 dels governants, el debat i l&#8217;acci\u00f3 pol\u00edtica.<\/p>\n<p>Pel que fa a l&#8217;elecci\u00f3 dels governants, una democr\u00e0cia funciona, efectivament, de baix cap a dalt, per\u00f2 el retorn, l&#8217;acci\u00f3 de govern, \u00e9s en sentit invers, de dalt cap a baix. La legitimitat democr\u00e0tica d&#8217;un sotssecretari o d&#8217;un funcionari p\u00fablic -un jutge, un militar, un professor, un policia municipal&#8230;- no deriva d&#8217;haver estat elegit en uns comicis per al lloc que estan ocupant, sin\u00f3 d&#8217;haver estat nomenats per l&#8217;\u00f2rgan de govern de l&#8217;administraci\u00f3 corresponent, d&#8217;acord amb el procediment legal establert i dins els seus \u00e0mbits d&#8217;incumb\u00e8ncia. No parlem, doncs, de democr\u00e0cia directa o de democr\u00e0cia assemble\u00e0ria, sin\u00f3 d&#8217;una democr\u00e0cia parlament\u00e0ria en un estat de dret.<\/p>\n<p>Si, en canvi, entenem la democr\u00e0cia <strong>intensivament<\/strong>, aleshores no estem parlant (nom\u00e9s) de les regles del joc que marquen l&#8217;espai en qu\u00e8 es produeix l&#8217;acci\u00f3 pol\u00edtica, sin\u00f3 d\u2019una ideologia que planteja un altre model d&#8217;organitzaci\u00f3 social d&#8217;acord amb el qual la unitat sobirana de presa de decisions -l&#8217;assemblea legislativa, el parlament, l&#8217;assemblea popular o l\u2019ens que sigui- es reprodueix a escala en tots i cadascun dels \u00e0mbits de gesti\u00f3 i decisi\u00f3 que vulguem imaginar. \u00c9s a dir, una \u00abmicrodemocr\u00e0cia\u00bb, on totes les institucions funcionen d&#8217;acord amb una estructura de presa de decisions per deliberaci\u00f3, votaci\u00f3 i elecci\u00f3 de representants \u2013amb mandat imperatiu o no\u2013 per part de tots els membres dels col\u00b7lectius implicats a la inst\u00e0ncia en q\u00fcesti\u00f3, sigui aquesta la que sigui \u2013una escola, un hospital, una f\u00e0brica, un diari, un jutjat\u2026<\/p>\n<p>Posem ara tot aix\u00f2 en relaci\u00f3 amb el que vam veure a <span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/educationalevidence.com\/ca\/educacio-i-democracia-democracia-educativa-o-educacio-democratica\/\" target=\"_blank\" rel=\"noopener\">l&#8217;article anterio<\/a><\/span>r. Sembla clar que la noci\u00f3 de \u201cdemocr\u00e0cia educativa\u201d va molt m\u00e9s enll\u00e0 que la d&#8217;educaci\u00f3 democr\u00e0tica\u00a0 o per a la democr\u00e0cia. Aix\u00f2 perqu\u00e8 en el cas de la primera, l&#8217;exig\u00e8ncia \u00e9s que el sistema educatiu propi d&#8217;una democr\u00e0cia tamb\u00e9 sigui el d&#8217;una estructura que es regeixi en tots els aspectes per criteris de funcionament intern de representativitat electiva o assemble\u00e0ria a nivell decisori. \u00c9s cap a aquesta tend\u00e8ncia o propensi\u00f3 que apunten afirmacions tan t\u00f2piques entre pedag\u00f2crates i diletants de tota mena, com ara que <em>cal democratitzar l&#8217;educaci\u00f3<\/em>, o, pujant-ne la intensitat, que <em>ensenyar \u00e9s un acte repressiu<\/em>, ra\u00f3 per la qual, \u00e9s clar, cal democratitzar-la urgentment.<\/p>\n<p>Nogensmenys, en enredar-nos amb aquestes disquisicions estem deixant completament de banda una consideraci\u00f3 fonamental: <strong>el car\u00e0cter prep\u00fablic de l&#8217;educaci\u00f3<\/strong>, sobre el qual tant insistia <strong>Hannah Arendt<\/strong>. I el que passa llavors \u00e9s, simplement, que l&#8217;esfera d\u2019all\u00f2 pol\u00edtic envaeix la del prepol\u00edtic, que ni ho \u00e9s ni ho ha de ser. L&#8217;ensenyament de les regles del joc es canvia per la immersi\u00f3 en el propi joc sense m\u00e9s ni m\u00e9s. Per\u00f2 el problema \u00e9s que per aix\u00f2 no calia haver inventat l\u2019escola. I efectivament, el que queda ja no \u00e9s escola, encara que se la segueixi anomenant aix\u00ed.<\/p>\n<p>Perqu\u00e8 aleshores l&#8217;escola queda instal\u00b7lada sota una condici\u00f3 que se li imposa amb car\u00e0cter previ, <em>a priori<\/em>, una exig\u00e8ncia que no pot complir si no renuncia a la consecuci\u00f3 de les seves finalitats i funcionalitat. Tot aix\u00f2 fiat a la molt confiada esperan\u00e7a que els nens, per ells mateixos, desenvoluparan pels seus propis mitjans llurs propis processos educatius, el desenvolupament dels quals els adults nom\u00e9s cal que (imperceptiblement) afavoreixin i procurin vehicular. Aix\u00f2 pressuposa necess\u00e0riament, una de dues, o b\u00e9 la ferma creen\u00e7a en una maduresa infantil que ja voldrien per a ells molts adults -especialment els que proposen aquestes bajanades-, o b\u00e9 apostar per la plena introducci\u00f3 de l&#8217;escenari del m\u00f3n adult a l&#8217;infantil i adolescent, considerant els educands com els adults que (encara) no s\u00f3n.<\/p>\n<p>Dos plantejaments nom\u00e9s aparentment contraposats, per\u00f2 que al final desemboquen al mateix mar. Una <strong>beneita ingenu\u00eftat <em>flower power<\/em><\/strong> d&#8217;arrel rousseauniana en el primer cas, que sembla descansar sobre la ferma creen\u00e7a en la innata bondat natural humana i que una comunitat infantil apartada de la tutela adulta desenvolupar\u00e0 per si mateixa unes din\u00e0miques que, per la seva pr\u00f2pia naturalesa, tendiran cap a una societat adulta fins i tot sensiblement millorada. I una fal\u00b7l\u00e0cia en el segon, ja que en eliminar del binomi docent\/discent el principi d&#8217;autoritat que li \u00e9s inherent, s&#8217;imposa impl\u00edcitament al seu lloc el del model que el despla\u00e7a, i queda aix\u00ed alterat i impedit d\u2019exercir la seva funci\u00f3 origin\u00e0ria de, tot seguint amb els termes propis de Hannah Arendt, transmetre la tradici\u00f3. \u00c9s llavors quan <strong>el cavall de Cal\u00edgula fa la seva entrada triomfal a l&#8217;escola<\/strong>.<\/p>\n<p>Ens queda per veure on condueixen aquestes dues variants del model de \u00abdemocr\u00e0cia educativa\u00bb: hi dedicarem el proper article.<\/p>\n<p>___<\/p>\n<p><span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/educationalevidence.com\/ca\/educacio-i-democracia-democracia-educativa-o-educacio-democratica\/\" target=\"_blank\" rel=\"noopener\">Educaci\u00f3 i democr\u00e0cia: \u00abdemocr\u00e0cia educativa\u00bb o \u00abeducaci\u00f3 democr\u00e0tica\u00bb?<\/a><\/span><\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Que el que escau a una democr\u00e0cia sigui que tot ciutad\u00e0 pugui accedir a una educaci\u00f3 de qualitat no significa que aix\u00f2 sigui democratitzar l\u2019educaci\u00f3, ni que la validesa del segon principi de termodin\u00e0mica es pugi decidir ara per sufragi universal o que el seu ensenyament hagi de ser o pugui ser democr\u00e0tic.<\/p>\n","protected":false},"author":4,"featured_media":37739,"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":[4979,4935,4936,566],"class_list":["post-37749","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-cavall-de-caligula","tag-democracia-educativa","tag-educacio-democratica","tag-hannah-arendt-ca"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>El cavall de Cal\u00b7l\u00edgula (Educaci\u00f3 i democracia II) - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Que el que escau a una democr\u00e0cia sigui que tot ciutad\u00e0 pugui accedir a una educaci\u00f3 de qualitat no significa que 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