{"id":9888,"date":"2023-05-05T18:49:13","date_gmt":"2023-05-05T16:49:13","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=9888"},"modified":"2024-01-11T18:28:38","modified_gmt":"2024-01-11T17:28:38","slug":"branding-educatiu","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/branding-educatiu\/","title":{"rendered":"Branding educatiu"},"content":{"rendered":"

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

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Potser els centres escolars haurien d\u2019esdevenir \u201cfranqu\u00edcies\u201d, espais lliures de servilismes extraeducatius.<\/strong>\u00a0I, de retruc, haur\u00edem de recuperar la confian\u00e7a en els docents que han acreditat la seva compet\u00e8ncia professional. Com a persones preparades per ensenyar l\u2019ofici d\u2019aprendre esdevenen una aut\u00e8ntica marca de qualitat.<\/strong><\/div>\n<\/div>\n<\/div>\n<\/div>\n
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\"\"Josep Oton|\u00a0 j.oton@educationalevidence.com<\/a><\/strong><\/p>\n

Una de les t\u00e8cniques de m\u00e0rqueting m\u00e9s utilitzades pels professionals de la publicitat \u00e9s el \u201cbranding<\/strong>\u201d. Aquesta estrat\u00e8gia comercial consisteix en construir una identitat corporativa dotada d\u2019unes caracter\u00edstiques que permeten sintonitzar emocionalment amb el possible client. La imatge que ofereix la marca facilita el treball de difusi\u00f3 per tal de donar a con\u00e8ixer el producte i motivar-ne la compra.<\/p>\n

Sembla que aquesta estrat\u00e8gia empresarial est\u00e0 envaint el m\u00f3n educatiu. Aix\u00ed, proliferen nous \u201cproductes\u201d o, millor dit, \u201cnoves marques\u201d<\/strong>, que segueixen els principis del \u201cbranding\u201d. Noms basats en sigles o acr\u00f2nims:\u00a0ABP<\/strong>\u00a0(Aprenentatge basat en projectes) o\u00a0DUA<\/strong>\u00a0(Disseny universal per a l\u2019aprenentatge). No falten anglicismes com \u201cFlipped classroom<\/strong>\u201d, \u201cGamificaci\u00f3<\/strong>\u201d o \u201cCoach<\/strong>\u201d. O b\u00e9 s\u2019utilitzen termes que evoquen altres contextos culturals for\u00e7a atractius pel seu exotisme: \u201cSensei<\/strong>\u201d (programa de formaci\u00f3 inicial de docents).<\/p>\n

Dona la sensaci\u00f3 que modificant la nomenclatura s\u2019aporti certa originalitat quan, de fet, molts d\u2019aquests \u201cproductes\u201d ja existien pr\u00e8viament. Potser se\u2019ls maquilla i se\u2019ls rebateja per revestir-los d\u2019un car\u00e0cter innovador o de major efici\u00e8ncia. Al cap i a la fi,\u00a0s\u00f3n una marca dissenyada amb t\u00e8cniques de m\u00e0rqueting<\/strong>.<\/p>\n

Ara b\u00e9, cal tenir present que la definici\u00f3 d\u2019una marca no sempre es basa en la qualitat o l\u2019originalitat del producte, sin\u00f3, sovint, en el que \u00e9s capa\u00e7 de suggerir el logotip o el nom.\u00a0Seria un recurs que apel\u00b7la a les motivacions inconscients del consumidor<\/strong>, als records evocats, i a les in\u00e8rcies del col\u00b7lectiu, del qual l\u2019individu no es vol deslligar. Tot i reivindicar el fet diferencial de ser un mateix,\u00a0la por a la soledat ens aboca a buscar l\u2019aixopluc del col\u00b7lectiu<\/strong>.<\/p>\n

La paraula \u201cbrand\u201d fa refer\u00e8ncia al costum de marcar el bestiar a foc amb l\u2019anagrama del ramader. I aix\u00f2, lamentablement, tamb\u00e9 succe\u00efa amb els esclaus que eren marcats pels amos. Capgirant el sentit del terme, tal vegada podem afirmar que fidelitzant-nos a una marca -comercial, per\u00f2 tamb\u00e9 cultural, social o pol\u00edtica-\u00a0en realitat ens estem marcant com a membres d\u2019un col\u00b7lectiu i renunciant a una part de la nostra particularitat<\/strong>.<\/p>\n

Dit amb altres paraules, sovint comprem un producte, no pas perqu\u00e8 respon a les nostres necessitats reals, sin\u00f3 perqu\u00e8 satisf\u00e0 les nostres necessitats imagin\u00e0ries de adscriure\u2019ns a un determinat grup de consumidors que ens proporciona una identitat. Adquirim acceptaci\u00f3 social comprant articles de marques reconegudes. I, en el m\u00f3n educatiu,\u00a0les \u201cnoves marques\u201d ens poden fer sentir moderns<\/strong>\u00a0per a distanciar-nos de pr\u00e0ctiques m\u00e9s tradicionals considerades obsoletes.<\/p>\n

Tanmateix, \u00e9s possible explorar un altre sentit del concepte \u201cmarca\u201d m\u00e9s proper a l\u2019experi\u00e8ncia educativa.\u00a0En l\u2019\u00e8poca preindustrial, els artesans que constitu\u00efen un taller, sobretot els picapedrers, tenien la seva pr\u00f2pia marca. M\u00e9s ben dit, era la marca del \u201cmestre\u201d<\/strong>, del professional que havia demostrat la seva v\u00e0lua amb la realitzaci\u00f3 d\u2019una obra mestra. Des d\u2019aquesta autoritat emanada del prestigi podien ensenyar l\u2019ofici als aprenents.<\/p>\n

I, posats a fer viatges en el temps, podr\u00edem aproximar-nos tamb\u00e9 al terme \u201cfranqu\u00edcia<\/strong>\u201d. Actualment al\u00b7ludeix a l\u2019autoritzaci\u00f3 atorgada per una empresa a l\u2019explotaci\u00f3 d\u2019un producte de la seva marca comercial. Ara b\u00e9,\u00a0aquest terme, aix\u00ed com \u201czona franca\u201d, prov\u00e9 de l\u2019Edat Mitjana<\/strong>\u00a0i fa refer\u00e8ncia als territoris que estaven a disposici\u00f3 dels estrangers (els \u201cfrancs\u201d) i, per tant, lliures de la jurisdicci\u00f3 dels senyors feudals.<\/p>\n

Potser els centres escolars haurien d\u2019esdevenir \u201cfranqu\u00edcies\u201d, espais lliures de servilismes extraeducatius.<\/strong>\u00a0I, de retruc, haur\u00edem de recuperar la confian\u00e7a en els docents que han acreditat la seva compet\u00e8ncia professional.\u00a0Com a persones preparades per ensenyar l\u2019ofici d\u2019aprendre esdevenen una aut\u00e8ntica marca de qualitat.<\/strong><\/p>\n

S\u00ed,\u00a0s\u2019hauria d\u2019associar el prestigi a persones, a bons professionals, i no a artificis ling\u00fc\u00edstics<\/strong>\u00a0que, per m\u00e9s moderns, originals i atractius que semblin, poden ser una burda enganyifa comercial.<\/p>\n

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

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

Potser els centres escolars haurien d\u2019esdevenir \u201cfranqu\u00edcies\u201d, espais lliures de servilismes extraeducatius.\u00a0I, de retruc, haur\u00edem de recuperar la confian\u00e7a en els docents que han acreditat la seva compet\u00e8ncia professional. Com a persones preparades per ensenyar l\u2019ofici d\u2019aprendre esdevenen una aut\u00e8ntica marca de qualitat.<\/p>\n","protected":false},"author":4,"featured_media":9548,"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":[214],"tags":[434,431,437,432,436,433,435],"class_list":["post-9888","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sensa-categoria","tag-abp","tag-branding-educatiu","tag-dua-ca","tag-flipped-classroom","tag-franquicia-ca","tag-gamificacio","tag-josep-oton-ca"],"yoast_head":"\nBranding educatiu - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Potser els centres escolars haurien d\u2019esdevenir \u201cfranqu\u00edcies\u201d, espais lliures de servilismes extraeducatius.\u00a0I, de retruc, haur\u00edem de recuperar la confian\u00e7a en els docents que han acreditat la seva compet\u00e8ncia professional. 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