{"id":1729,"date":"2022-03-28T12:11:00","date_gmt":"2022-03-28T10:11:00","guid":{"rendered":""},"modified":"2023-01-18T12:21:02","modified_gmt":"2023-01-18T10:21:02","slug":"curriculums-dinfantil-i-primaria-un","status":"publish","type":"post","link":"https:\/\/uob.cat\/ensenyament\/2022\/03\/28\/curriculums-dinfantil-i-primaria-un\/","title":{"rendered":"Curr\u00edculums d\u2019Infantil i Prim\u00e0ria, un trencaclosques que no encaixa"},"content":{"rendered":"<p><span><a href=\"https:\/\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEjuOmOcielZQQ0DHbKVJ_vPd5mrmw6FIvboB88oQwdkbs9l8h7hgRhK4SnO3z3KNxcSNy0Yy78NbqDIiq-dJ8jP1hojAdjOd-fUXjjv4cakuS2tkZi2K9jRTiHqKSdpfsJgvJGYJAQQQop1grnEoW53KThZAR-rXUZpbfGJMp8yJCxzNIW4Hjoaiy3F-Q\/s2048\/Curr%C3%ADculums%20d'Infantil%20i%20Prim%C3%A0ria,%20un%20trencaclosques%20que%20no%20encaixa%20(1).jpg\" style=\"margin-left: 1em;margin-right: 1em\"><img loading=\"lazy\" decoding=\"async\" height=\"256\" src=\"https:\/\/blogger.googleusercontent.com\/img\/b\/R29vZ2xl\/AVvXsEjuOmOcielZQQ0DHbKVJ_vPd5mrmw6FIvboB88oQwdkbs9l8h7hgRhK4SnO3z3KNxcSNy0Yy78NbqDIiq-dJ8jP1hojAdjOd-fUXjjv4cakuS2tkZi2K9jRTiHqKSdpfsJgvJGYJAQQQop1grnEoW53KThZAR-rXUZpbfGJMp8yJCxzNIW4Hjoaiy3F-Q\/s2048\/Curr%C3%ADculums%20d'Infantil%20i%20Prim%C3%A0ria,%20un%20trencaclosques%20que%20no%20encaixa%20(1).jpg\" width=\"320\" \/><\/a><\/span><\/p>\n<p><span><\/p>\n<p class=\"TableContents\"><span><em><a href=\"https:\/\/drive.google.com\/file\/d\/1fs4jQvhNf_Hhc7i7mL8qbWDwFSaombEP\/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">Circular 252\/2022<\/a><\/em><\/span><\/p>\n<p class=\"TableContents\">\n<p><\/span><\/p>\n<ul>\n<li>\n<p><strong>Malestar per la precipitaci\u00f3 en qu\u00e8 s\u2019han hagut de fer les esmenes i al\u00b7legacions als esborranys dels nous curr\u00edculums d\u2019Educaci\u00f3 Infantil i Prim\u00e0ria.<\/strong><\/p>\n<\/p>\n<\/li>\n<li>\n<p><strong>Emerg\u00e8ncia ling\u00fc\u00edstica i cultural dins el nostre curr\u00edculum.<\/strong><\/p>\n<\/p>\n<\/li>\n<li>\n<p><strong>Incongru\u00e8ncies amb els \u00e0mbits i les situacions d\u2019aprenentatge.<\/strong><\/p>\n<\/p>\n<\/li>\n<li>\n<p><strong>Defensem una educaci\u00f3 laica.<\/strong><\/p>\n<\/p>\n<\/li>\n<li>\n<p><strong>Demanem una reducci\u00f3 burocr\u00e0tica, de r\u00e0tios i d\u2019hores lectives per a garantir una educaci\u00f3 de qualitat.<\/strong><\/p>\n<\/p>\n<\/li>\n<li style=\"text-align: justify\"><strong>Les compet\u00e8ncies clau i espec\u00edfiques, descriptors de perfil de sortida, criteris d\u2019avaluaci\u00f3 i sabers b\u00e0sics, un trencaclosques que no encaixa.<\/strong><\/li>\n<\/ul>\n<p>Des d\u2019UOB Ensenyament volem posar de manifest el nostre <strong>malestar<\/strong> i el de molts companys i companyes que ens ho han fet arribar per la precipitaci\u00f3 en qu\u00e8 s\u2019han hagut de fer les <strong>esmenes i al\u00b7legacions als esborranys dels nous curr\u00edculums d\u2019Educaci\u00f3 Infantil i Prim\u00e0ria<\/strong>. De cap manera es pot parlar d\u2019un curr\u00edculum consensuat amb la comunitat educativa quan s\u2019ha habilitat un termini de <strong>nom\u00e9s 5 dies<\/strong> perqu\u00e8 aquells que realment posarem a la pr\u00e0ctica la nova llei d\u2019Educaci\u00f3, la LOMLOE (que en cap cas seran aquells que l\u2019han dissenyada) hi presentem els nostres emper\u00f2s. Els docents constru\u00efm processos d\u2019ensenyament-aprenentatge a partir del que ens marca la normativa educativa i, perqu\u00e8 aquests puguin esdevenir significatius per a l\u2019alumnat, primer hem de comprendre i despr\u00e9s elaborar. Per tant, podem dir que en aquest cas s\u2019ha comen\u00e7at la casa per la teulada. Tot aix\u00f2 ens fa pensar que els tempos s\u00f3n <strong>intencionadament<\/strong> insuficients i \u00e9s que volen que els docents seguem simples executors d\u2019una llei feta per les altes esferes.&nbsp;<\/p>\n<p>No obstant aix\u00f2, les presses no han evitat que des d\u2019UOB presentem una s\u00e8rie d\u2019esmenes que hem agrupat per blocs i que us descriurem, a grans trets, a continuaci\u00f3:&nbsp;&nbsp;<\/p>\n<p><strong>1.Foment de la llengua catalana i les manifestacions culturals pr\u00f2pies.<\/strong><\/p>\n<p>Com no podia ser d\u2019altra forma ens preocupa la situaci\u00f3 curricular de la llengua i cultura pr\u00f2pies dins el context d\u2019<strong>emerg\u00e8ncia ling\u00fc\u00edstica i cultural<\/strong> en qu\u00e8 es troba immers el nostre sistema educatiu. \u00c9s per aix\u00f2 que, entre d\u2019altres, i seguint amb la nostra lluita vers la necessitat d\u2019una escola que fomenti la nostra identitat, hem presentat una esmena de supressi\u00f3 a la possible exempci\u00f3 de l\u2019avaluaci\u00f3 de l\u2019\u00e0rea de llengua catalana i literatura (art. 8.3 del curr\u00edculum de prim\u00e0ria). Tamb\u00e9 una de modificaci\u00f3 a la necessitat que, per contribuir al manteniment de la identitat pr\u00f2pia de les Illes Balears no \u00e9s suficient nom\u00e9s afavorir l\u2019\u00fas de la llengua catalana i la difusi\u00f3 de la cultura i el coneixement de les tradicions, cal que la Conselleria d\u2019Educaci\u00f3 i Formaci\u00f3 Professional ho fomenti (art. 6.11). Aix\u00ed mateix, ens manca la concreci\u00f3 dels curr\u00edculums de les diferents \u00e0rees a l\u2019entorn de les Illes Balears, especialment pel que fa a Coneixement del medi natural, social i cultural i a Llengua catalana i Literatura. Denunciam tamb\u00e9, que el curr\u00edculum de les dues lleng\u00fces siguin un calc, una c\u00f2pia un de l\u2019altre. S\u00f3n dues lleng\u00fces diferents, que tenen coses en com\u00fa, per\u00f2 d\u2019altres no, i per tant, per molts de motius, no poden partir d\u2019un curr\u00edculum id\u00e8ntic.&nbsp;<\/p>\n<p>Per altra banda, ens ha alarmat la disposici\u00f3 addicional cinquena del curr\u00edculum de prim\u00e0ria, la qual estableix que La Conselleria d\u2019Educaci\u00f3 i Formaci\u00f3 Professional <strong>podr\u00e0 autoritzar que una part de les \u00e0rees del curr\u00edculum s&#8217;imparteixin en lleng\u00fces estrangeres<\/strong>\u2026 Aix\u00f2 no \u00e9s m\u00e9s que donar l\u2019opci\u00f3 a un TIL encobert. Un Tractament Integrat de Lleng\u00fces que tants mal de caps ens va portar per lluitar contra all\u00f2 que pretenia minvar la pres\u00e8ncia del catal\u00e0 a l\u2019ensenyament i acabar amb el sistema d&#8217;immersi\u00f3 ling\u00fc\u00edstica i el decret de m\u00ednims. Amb la situaci\u00f3 actual de l\u2019\u00fas de la nostra llengua nom\u00e9s es podria dur a terme aquest punt a centres on no tinguessin aquest problema i aix\u00f2 seria discriminatori.&nbsp;<\/p>\n<p><strong><br \/>\n<\/strong><\/p>\n<p><strong>2.\u00c0mbits i situacions d\u2019aprenentatge.&nbsp;<\/strong><\/p>\n<p>Si m\u00e9s no, en el desplegament del projecte decret del curr\u00edculum d\u2019Educaci\u00f3 Prim\u00e0ria hi ha certes inconnexions referides als \u00e0mbits. Per una banda, l\u2019article 8 diu \u2026 els centres poden establir agrupacions d&#8217;\u00e0rees en \u00e0mbits sense perjudici del car\u00e0cter global de l\u2019etapa\u2026 per\u00f2 despr\u00e9s a l\u2019article 11, diu que la Concreci\u00f3 curricular ha de contenir l\u2019organitzaci\u00f3 d\u2019\u00e0rees en \u00e0mbits. Com quedam? <strong>Podran fer \u00e0mbits o s&#8217;han de fer \u00e0mbits?<\/strong> UOB Ensenyament demana una decisi\u00f3 un\u00e0nime per consens entre tots els implicats. Si no hi ha consens no es duu endavant.&nbsp;<\/p>\n<p>El mateix passa amb les situacions d\u2019aprenentatge. Aquestes pertanyen a l\u2019Annex 3 i el RD 157\/2022 marca que dit annex no \u00e9s d\u2019obligat compliment. Per\u00f2, en canvi, l\u2019esborrany auton\u00f2mic diu que Per a l&#8217;adquisici\u00f3 i desenvolupament de les compet\u00e8ncies clau i de les compet\u00e8ncies espec\u00edfiques, l&#8217;equip docent ha de dissenyar situacions d&#8217;aprenentatge, d&#8217;acord amb el que s&#8217;estableix en l&#8217;annex 3 i aquest a m\u00e9s t\u00e9 una estructura de 10 punts que marca com s\u2019hauran de programar aquestes situacions. Per tant, ens tornem a trobar amb el mateix, <strong>es poden o s\u2019han de fer situacions d\u2019aprenentatge?<\/strong> Aix\u00ed, aquest annex 3 dona molt poca <strong>autonomia<\/strong> als centres i no els deixa decidir com organitzar-se. Conselleria no pot inflexibilitzar d\u2019aquesta manera l\u2019estructura del proc\u00e9s d\u2019ensenyament-aprenentatge. A m\u00e9s, pel que ens ha arribat a UOB, els docents d\u2019Educaci\u00f3 Prim\u00e0ria no estan informats sobre l\u2019organitzaci\u00f3 per \u00e0mbits i per aix\u00f2 exigim que Conselleria<strong> informi<\/strong>, <strong>formi<\/strong> i s\u2019arribi a un <strong>consens<\/strong>.&nbsp;<\/p>\n<p><strong>3.Religi\u00f3<\/strong><\/p>\n<p>UOB Ensenyament sempre ha demanat una <strong>educaci\u00f3 laica<\/strong> on les religions siguin objecte d\u2019estudi com a fenomen hist\u00f2ric i sociol\u00f2gic dins les Ci\u00e8ncies Socials. La religi\u00f3, pel seu car\u00e0cter acient\u00edfic, no pot ser impartida com a mat\u00e8ria. Proposam un ensenyament global de les diferents religions del m\u00f3n que permeti con\u00e8ixer-les i comprendre-les millor a totes com a ciutadans d\u2019un m\u00f3n cada vegada m\u00e9s globalitzat.&nbsp;<\/p>\n<p>Som conscients que, que els alumnes tenguin dret a rebre una educaci\u00f3 religiosa ve marcat per l\u2019article 27.3 de la Constituci\u00f3 espanyola i pels acords subscrits per l\u2019Estat espanyol amb les diferents confessions religioses, per\u00f2 UOB Ensenyament no deixar\u00e0 de demanar una educaci\u00f3 laica.<\/p>\n<p>A m\u00e9s, si prou no n\u2019hi ha amb l\u2019anterior, com a novetat, els alumnes del darrer curs del segon cicle d\u2019Educaci\u00f3 Infantil tindran ja l\u2019opci\u00f3 de cursar religi\u00f3. Tampoc el curr\u00edculum de prim\u00e0ria (disposici\u00f3 addicional quarta, apartat 4) acaba de deixar prou clar qu\u00e8 faran els alumnes que no hagin optat per cursar aquesta mat\u00e8ria. No \u00e9s suficient dir que Els centres docents han de disposar les mesures organitzatives perqu\u00e8 els alumnes, dels quals les mares, pares o tutors legals que no hagin optat perqu\u00e8 cursin ensenyaments de religi\u00f3 rebin la deguda atenci\u00f3 educativva\u2026Exigim que es concreti m\u00e9s a qu\u00e8 es dedicar\u00e0 aquest temps.&nbsp;<\/p>\n<p><strong>4.Reducci\u00f3 burocr\u00e0tica, de r\u00e0tios i d\u2019hores lectives per a garantir una educaci\u00f3 de qualitat&nbsp;<\/strong><\/p>\n<p>Als esborranys d\u2019aquests nous curr\u00edculums presentats es pot observar un increment de la burocr\u00e0cia sobretot dels tutors, per tal de poder atendre correctament a tot l\u2019alumnat. Sabem que aquests dos darrers cursos hi ha hagut una sobrec\u00e0rrega burocr\u00e0tica i, per tant, no se\u2019n necessita m\u00e9s. Si els docents han de fer m\u00e9s coordinacions per donar una resposta educativa adequada a l\u2019alumnat \u00e9s necessari <strong>reduir hores lectives i reduir les r\u00e0tios<\/strong>, peticions ja hist\u00f2riques d\u2019UOB.<\/p>\n<p>A l\u2019article 11 de l\u2019esborrany d\u2019Educaci\u00f3 Prim\u00e0ria es fa refer\u00e8ncia a l\u2019autonomia dels centres i diu \u2026 els centres poden adoptar (&#8230;)&nbsp; l\u2019ampliaci\u00f3 del calendari escolar o de l&#8217;horari lectiu d&#8217;\u00e0rees o \u00e0mbits, en els termes que estableixi la Conselleria d\u2019Educaci\u00f3 i Formaci\u00f3 Professional i dins de les possibilitats que permeti la normativa aplicable, inclosa la laboral \u2026 UOB demana directament la supressi\u00f3 d\u2019aquest punt perqu\u00e8 no ens podem arriscar a qu\u00e8 ocorri alguna cosa semblant a la modificaci\u00f3 del calendari escolar de Catalunya.&nbsp;<\/p>\n<p><strong>5.Compet\u00e8ncies clau i espec\u00edfiques, descriptors de perfil de sortida, criteris d\u2019avaluaci\u00f3 i sabers b\u00e0sics, un trencaclosques que no encaixa<\/strong><\/p>\n<p>Si b\u00e9 ens ho hem llegit de totes les \u00e0rees i n\u2019hem fet alguna que altra esmena, la conclusi\u00f3 que n\u2019hem tret \u00e9s que tot plegat resulta un trencaclosques que no encaixa.&nbsp;<\/p>\n<p>En primer lloc, la presentaci\u00f3 que se n\u2019ha fet de tots aquests elements no afavoreix de cap forma el veure-ho com un tot interrelacionat. El format taula hauria contribu\u00eft a fer-ho m\u00e9s lleuger.<\/p>\n<p>D\u2019altra banda, tots aquests elements s\u00f3n molt subjectius excepte els sabers b\u00e0sics (el que vindrien a ser els continguts), de manera que aquests apareixen totalment deslligats de la resta i, per tant, es deixa en mans dels docents el muntar aquest engranatge.&nbsp;<\/p>\n<p><strong>Conclusi\u00f3:<\/strong><\/p>\n<p>\u2022L\u2019exposici\u00f3 feta \u00e9s un resum de totes les esmenes presentades. Totes han estat adre\u00e7ades a la Direcci\u00f3 General de Planificaci\u00f3 i Centres i al CEIB.<\/p>\n<p>\u2022Des d\u2019UOB Ensenyament recordem que l\u2019educaci\u00f3 no es fa als despatxos.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Circular 252\/2022 Malestar per la precipitaci\u00f3 en qu\u00e8 s\u2019han hagut de fer les esmenes i al\u00b7legacions als esborranys dels nous curr\u00edculums d\u2019Educaci\u00f3 Infantil i Prim\u00e0ria. Emerg\u00e8ncia ling\u00fc\u00edstica i cultural dins&hellip; <a class=\"excerpt-more-link\" href=\"https:\/\/uob.cat\/ensenyament\/2022\/03\/28\/curriculums-dinfantil-i-primaria-un\/\">Read More<\/a><\/p>\n","protected":false},"author":20,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[83,11],"tags":[49,159,209,63,51,278],"class_list":["post-1729","post","type-post","status-publish","format-standard","hentry","category-accio-sindical","category-circular","tag-circulars","tag-educacio-infantil","tag-educacio-primaria","tag-llei-educativa","tag-lomloe","tag-religio"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Curr\u00edculums d\u2019Infantil i Prim\u00e0ria, un trencaclosques que no encaixa - UOB Ensenyament<\/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:\/\/uob.cat\/ensenyament\/2022\/03\/28\/curriculums-dinfantil-i-primaria-un\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Curr\u00edculums d\u2019Infantil i Prim\u00e0ria, un trencaclosques que no encaixa - UOB Ensenyament\" \/>\n<meta property=\"og:description\" content=\"Circular 252\/2022 Malestar per la precipitaci\u00f3 en qu\u00e8 s\u2019han hagut de fer les esmenes i al\u00b7legacions als esborranys dels nous curr\u00edculums d\u2019Educaci\u00f3 Infantil i Prim\u00e0ria. 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