{"id":22358,"date":"2024-09-24T09:34:26","date_gmt":"2024-09-24T08:34:26","guid":{"rendered":"https:\/\/creanovaschool.com\/?p=22358"},"modified":"2024-10-16T11:01:30","modified_gmt":"2024-10-16T10:01:30","slug":"entrevista-al-pedagogo-antoni-zabala-hay-que-dar-respuestas-a-los-problemas-de-la-vida","status":"publish","type":"post","link":"https:\/\/creanovaschool.com\/ca\/2024\/entrevista-al-pedagogo-antoni-zabala-hay-que-dar-respuestas-a-los-problemas-de-la-vida\/","title":{"rendered":"Entrevista al pedagog Antoni Zabala: \u00abCal donar respostes als problemes de la vida\u00bb"},"content":{"rendered":"

Amb d\u00e8cada d'experi\u00e8ncia al m\u00f3n de l'educaci\u00f3, Antoni Zabala i Vidiella<\/strong> \u00e9s un important referent al m\u00f3n de la pedagogia a Catalunya, amb una llarga carrera que abasta la direcci\u00f3 del Institut de Recursos i Investigaci\u00f3 per a la Formaci\u00f3<\/strong> (IRIF), la fundaci\u00f3 de la revista Guix<\/strong>. Element d'Acci\u00f3 Educativa<\/strong> i la direcci\u00f3 de la publicaci\u00f3 AULA d'Innovaci\u00f3 Educativa<\/strong>.<\/p>\n\n\n\n

A m\u00e9s d'haver assessorat la Generalitat de Catalunya<\/strong> ia altres comunitats aut\u00f2nomes, al Ministeri d'Educaci\u00f3<\/strong> i al Govern d'Andorra<\/strong> en plans de formaci\u00f3 i dissenys curriculars, tamb\u00e9 ha col\u00b7laborat amb nombroses administracions i entitats educatives de Llatinoam\u00e8rica.<\/p>\n\n\n\n

Aquest pedagog, expert en les compet\u00e8ncies b\u00e0siques i autor de nou llibres d'educaci\u00f3, ha estat al CreaNova School<\/strong> per fer una formaci\u00f3 sobre treball per projectes.<\/p>\n\n\n\n

Al final, hi hem dialogat sobre els canvis en l'educaci\u00f3 i com centrar els programes sota el sistema Learning by Doing<\/em>.<\/p>\n\n\n\n

\u2013 Moltes vegades es diu que l'educaci\u00f3 est\u00e0 desfasada respecte del que necessita la societat. \u00c9s aix\u00ed?<\/em><\/p>\n\n\n\n

\u2013 Veiem diverses transformacions en el proc\u00e9s educatiu mundial. I com tot proc\u00e9s, hi ha una crisi<\/strong>; perqu\u00e8 sortim d\u201fun model basat en la formaci\u00f3 proped\u00e8utica, on l\u201fobjectiu \u00e9s passar d\u201festadi a estadi, de primer a segon, de segon a tercer, etc\u00e8tera; i que no importa tant el que he apr\u00e8s<\/strong>. I \u00e9s un sistema selectiu<\/strong>, pensat no tant en les finalitats de l'escola, sin\u00f3 en all\u00f2 que em demanaran a la selectivitat.<\/p>\n\n\n\n

\"\"
Zabala en la seva formaci\u00f3. Foto JPChM<\/figcaption><\/figure>\n\n\n\n

\u2013 I qu\u00e8 passa amb all\u00f2 que exigeix la societat a l'estudiant?<\/em><\/p>\n\n\n\n

\u2013 Venim d'aquest model, que es pensava que memoritzant mec\u00e0nicament es podia tenir \u00e8xit. I aix\u00f2 \u00e9s un error<\/strong>, perqu\u00e8 si vull fer servir el coneixement per donar respostes al m\u00f3n, he d'aprendre el que t\u00e9 sentit, no el que no t\u00e9 sentit.<\/p>\n\n\n\n

Per\u00f2 aquest model est\u00e0 canviant en funci\u00f3 del que ha de ser l'escola, que no sigui nom\u00e9s preparar universitaris, sin\u00f3 que una societat que es pret\u00e9n democr\u00e0tica requereix que tota la societat estigui formada, siguin universitaris o no.<\/p>\n\n\n\n

\u2013 Com seria aquest canvi?<\/em><\/p>\n\n\n\n

\u2013 En aquest canvi cal donar respostes als problemes<\/strong> que plantejar\u00e0 la vida no nom\u00e9s en l'\u00e0mbit professional i acad\u00e8mic, sin\u00f3 tamb\u00e9 interpersonal o social. Canvien els continguts, se n'afegeixen d'altres, ja no n'hi ha prou amb saber la f\u00f3rmula de Boyle-Mariotte, sin\u00f3 saber per a qu\u00e8 nassos em serveix<\/strong>, per entendre qu\u00e8 passa amb els gasos.<\/p>\n\n\n\n

Un altre canvi fa refer\u00e8ncia al coneixement, a com dues persones aprenen. Aqu\u00ed cal tenir en compte les caracter\u00edstiques diferents de cadascun, per la qual cosa cal impulsar un aprenentatge significatiu i funcional<\/strong>. Es tracta de crear models de construcci\u00f3 del coneixement<\/strong>. No em serveix la repetici\u00f3 mec\u00e0nica, ho he de saber entendre, i aix\u00f2 implica una construcci\u00f3 personal, perqu\u00e8 sabem que cadasc\u00fa construeix el coneixement des del seu context sociocultural, amb les seves capacitats cognitives, etc\u00e8tera.<\/p>\n\n\n\n

\u2013 Aquest canvi de model \u00e9s com un canvi de paradigma del m\u00e8tode sofista al m\u00e8tode socr\u00e0tic, a qu\u00e8 vost\u00e8 havia fet refer\u00e8ncia alguna vegada. Com seria aquesta analogia?<\/em><\/p>\n\n\n\n

\u2013 Al segle V aC els sofistes deien 'jo tinc el coneixement, i tu com a alumne has de reproduir el que et dic'. En canvi S\u00f2crates plantejava que t'he d'ajudar a aprendre a partir de la maj\u00e8utica, \u00e9s a dir, el di\u00e0leg socr\u00e0tic, on t'has de fer preguntes, ia partir d'elles, que amb el di\u00e0leg vagis construint el coneixement<\/strong>.<\/p>\n\n\n\n

\"\"
Zabala va tenir una formaci\u00f3 amb els professors de CreaNova School. Foto JPChM<\/figcaption><\/figure>\n\n\n\n

\u2013 O sigui que \u00e9s un intercanvi entre professors i alumnes.<\/em><\/p>\n\n\n\n

\u2013 Evidentment, el coneixement que tenim ara \u00e9s el model socr\u00e0tic, que \u00e9s el apropiat<\/strong>, que \u00e9s el que tenim quan obrim la porta<\/strong> a preguntar-nos per qu\u00e8 passen les coses.<\/p>\n\n\n\n

\u00c9s clar que tamb\u00e9 hi ha un canvi metodol\u00f2gic<\/strong>, ja no em serveixen aules de 40 alumnes on explico una hist\u00f2ria i vost\u00e8s aprenen. \u00c9s un proc\u00e9s complex que ens porta a la personalitzaci\u00f3 de l'aprenentatge<\/strong>, a donar cadascun els mitjans per construir a partir de les seues possibilitats, de les seues capacitats cognitives i del seu entorn cultural. Aix\u00f2 implica un treball d'identificaci\u00f3<\/strong> de cada alumne.<\/p>\n\n\n\n

\u2013 La clau per a aix\u00f2 serien grups redu\u00efts\u2026<\/em><\/p>\n\n\n\n

\u2013 \u00c9s clar, l'ideal \u00e9s que jo, com a mestre, pugui con\u00e8ixer cada un dels alumnes a funci\u00f3 de les seves caracter\u00edstiques<\/strong>. I \u00f2bviament, si s\u00f3n pocs en una classe, \u00e9s m\u00e9s f\u00e0cil.<\/p>\n\n\n\n

Recordem que el coneixement cient\u00edfic que tenim ara \u00e9s el mateix que tenien a la medicina<\/strong>, quan es va arribar a la conclusi\u00f3 que no existeixen malalties sin\u00f3 que existeixen malalts, i cadasc\u00fa necessita un tractament diferent<\/strong>.<\/p>\n\n\n\n

A l'educaci\u00f3 sabem que el proc\u00e9s d'aprenentatge implica una atenci\u00f3 personalitzada. L'avantatge que tenim \u00e9s que se n'apr\u00e8n m\u00e9s entre iguals que a partir de les relacions entre professor i alumne.<\/p>\n\n\n\n

\u2013 I aix\u00f2 per qu\u00e8 \u00e9s?<\/em><\/p>\n\n\n\n

- Perqu\u00e8 l'aprenentatge entre iguals genera una inquietud a<\/strong> l'aula, i que els alumnes interactu\u00efn entre ells \u00e9s m\u00e9s f\u00e0cil que busquin l'aprenentatge que si ho estic fent d'un en un.<\/p>\n\n\n\n

\u2013 \u00c9s com la filosofia de CreaNova School<\/strong>, que \u00e9s l''aprendre fent'.<\/em><\/p>\n\n\n\n

\u2013 Evidentment, quan parlem del sistema 'Learning by doing' \u00e9s perqu\u00e8 aprenem quan fem coses<\/strong>, quan ens plantegem problemes. I aquest \u00e9s el lema, encara que el m\u00e9s apropiat podria ser 'Learning by doing for thinking', perqu\u00e8 fer \u00e9s per construir el coneixement<\/strong>. Dit altrament: el coneixement no es trasllada si no hi ha un proc\u00e9s de construcci\u00f3 previ.<\/p>\n\n\n\n

\u2013 Quins serien els valors diferencials que t\u00e9 CreaNova School per impulsar aquest cam\u00ed?<\/em><\/p>\n\n\n\n

\u2013 Un dels avantatges de CreaNova School<\/strong>, que t\u00e9 des dels seus inicis, \u00e9s donar a cada alumne el que necessita<\/strong>, ia m\u00e9s mentre van fent coses. Per aix\u00f2 cal tenir grups redu\u00eft, de 15 a 20 alumnes per classe. Per\u00f2 el que \u00e9s important no \u00e9s que siguin pocs perqu\u00e8 s\u00ed, sin\u00f3 per poder ajudar en els di\u00e0legs, les observacions, les reflexions entre ells. Perqu\u00e8 vagin construint el coneixement<\/strong>.<\/p>\n\n\n\n

\"\"
Zabala \u00e9s autor de 9 llibres sobre educaci\u00f3. Foto JPChM<\/figcaption><\/figure>\n\n\n\n

\u2013 Quan es parla de la personalitzaci\u00f3, es diu que no importa que un alumne el dia de dem\u00e0 sigui un doctor o un enginyer, sin\u00f3 que sigui feli\u00e7 mentre apr\u00e8n.<\/em><\/p>\n\n\n\n

\u2013 Una de les bases de CreaNova School<\/strong> \u00e9s la fonamentaci\u00f3 sobre el que es fa, i aquesta fonamentaci\u00f3 ha de ser cient\u00edfica<\/strong>. \u00c9s clar que volem que un metge o enginyer sigui feli\u00e7, perqu\u00e8 la felicitat per si mateixa no \u00e9s un objectiu, sin\u00f3 un mitj\u00e0. \u00c9s a dir, no puc aprendre b\u00e9 si no s\u00f3c feli\u00e7.  <\/p>\n\n\n\n

\u2013 \u00c9s un concepte totalment diferent dels antics m\u00e8todes, on es considerava correcte dutxes fredes per poder ser forts i aprendre a enfrontar-se a la societat.<\/em><\/p>\n\n\n\n

\u2013 \u00c9s clar, no es tracta de preparar persones fortes perqu\u00e8 siguin emprenedores i que s\u00e0piguen resoldre problemes. Ho farem entrenant-les per mitj\u00e0 de la felicitat.<\/strong> Per exemple, a un esportista, un futbolista, haur\u00e0 de treballar molt el matxaque, la meditaci\u00f3, per\u00f2 tamb\u00e9 s'entrenar\u00e0 a trav\u00e9s del rondo<\/strong>, que \u00e9s una manera divertida d'aprendre a moure la pilota, canviar la posici\u00f3 del peu. S\u00f3n exercicis on es diverteixen. I aix\u00f2 que cobren molt!<\/p>\n\n\n\n

Doncs a l'escola hem de fer activitats d'exercitaci\u00f3<\/strong> perqu\u00e8 calen perqu\u00e8 surti l'esfor\u00e7, que els alumnes vegin que l'esfor\u00e7 val la pena. I a m\u00e9s, d'una manera l\u00fadica, on el joc no \u00e9s l'objectiu<\/strong>, sin\u00f3 el mitj\u00e0 per exercitar-se perqu\u00e8 sigui m\u00e9s agradable el proc\u00e9s daprenentatge.<\/p>","protected":false},"excerpt":{"rendered":"

Con d\u00e9cada de experiencia en el mundo de la educaci\u00f3n, Antoni Zabala i Vidiella es un importante referente en el mundo de la pedagog\u00eda en Catalu\u00f1a, con una larga carrera que abarca la direcci\u00f3n del Institut de Recursos i Investigaci\u00f3 per a la Formaci\u00f3 (IRIF), la fundaci\u00f3n de la revista Guix. Element d\u2019Acci\u00f3 Educativa y […]<\/p>\n","protected":false},"author":6,"featured_media":22359,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[317],"tags":[],"class_list":["post-22358","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-actividades"],"yoast_head":"\nEntrevista al pedagogo Antoni Zabala: "Hay que dar respuestas a los problemas de la vida" - CreaNova School<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/creanovaschool.com\/ca\/2024\/entrevista-al-pedagogo-antoni-zabala-hay-que-dar-respuestas-a-los-problemas-de-la-vida\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Entrevista al pedagogo Antoni Zabala: "Hay que dar respuestas a los problemas de la vida" - CreaNova School\" \/>\n<meta property=\"og:description\" content=\"Con d\u00e9cada de experiencia en el mundo de la educaci\u00f3n, Antoni Zabala i Vidiella es un importante referente en el mundo de la pedagog\u00eda en Catalu\u00f1a, con una larga carrera que abarca la direcci\u00f3n del Institut de Recursos i Investigaci\u00f3 per a la Formaci\u00f3 (IRIF), la fundaci\u00f3n de la revista Guix. 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