departaments
\n com Filosofia i Tecnologia tamb\u00e9 pateixen en especial cruesa
\nl’envestida de la llei d’educaci\u00f3 imposada pel PP sense cap mena de
\nnegociaci\u00f3 ni de consens amb la comunitat educativa ni amb la resta de
\nforces pol\u00edtiques.<\/p>\n UOB Ensenyament se solidaritza amb
\nprofessorat d’Arts Pl\u00e0stiques i de M\u00fasica que es va reunir en Assemblea
\nahir horabaixa a Palma en un acte celebrat a l’Escola Superior de
\nDisseny de les illes Balears, n’assumeix les seves reivindicacions i vol
\n contribuir a la difusi\u00f3 del seu Argumentari i de les seves demandes que
\n reprodu\u00efm a continuaci\u00f3.<\/p>\n
CONSIDERAM QUE QUALSEVOL LLEI DE QUALITAT D\u2019EDUCACI\u00d3 HA DE TENIR EN COMPTE ELS ENSENYAMENTS ART\u00cdSTICS, JA QUE:<\/p>\n
Contribueixen a la formaci\u00f3 integral dels nostres alumnes. No es pot
\npretendre una educaci\u00f3 integral sense un plantejament seri\u00f3s de
\nl\u2019educaci\u00f3 art\u00edstica als ensenyaments de r\u00e8gim general.<\/p>\n
L\u2019escola ha de desenvolupar totes les intel\u00b7lig\u00e8ncies. La teoria de les
\nintel\u00b7lig\u00e8ncies m\u00faltiples, cada vegada m\u00e9s implantada, contempla una
\nescola a la qual tenen cabuda diversos estils d\u2019aprenentatge i es basa
\nen gran mesura en la creativitat<\/p>\n
Nombrosos estudis han
\ndemostrat que l\u2019educaci\u00f3 art\u00edstica millora el desenvolupament cognitiu,
\nla qual cosa afecta el raonament l\u00f2gic i facilita l’aprenentatge
\nd’altres mat\u00e8ries<\/p>\n
La pr\u00e0ctica de l\u2019art promou el pensament
\ndivergent i la creativitat, aspectes essencials en la formaci\u00f3 d\u2019una
\npersona i de qualsevol professional.<\/p>\n
Les mat\u00e8ries art\u00edstiques contribueixen a l\u2019adquisici\u00f3 de les compet\u00e8ncies b\u00e0siques<\/p>\n
La m\u00fasica i la pl\u00e0stica promouen l\u2019autonomia en l\u2019aprenentatge, la
\niniciativa personal, contribueixen a la cohesi\u00f3 social dels grups,
\nafavoreixen el treball col\u00b7laboratiu\u2026 i s\u00f3n mat\u00e8ries altament
\nmotivadores per a l\u2019alumnat<\/p>\n
S\u00f3n una eina per a la disminuci\u00f3 del frac\u00e0s escolar que tant preocupa la nostra comunitat.<\/p>\n
Davant el m\u00f3n hipervisual en el que vivim s\u2019han de considerar les
\nassignatures art\u00edstiques com a espais on aprendre a llegir, a analitzar i
\n a desenvolupar un pensament cr\u00edtic amb l\u2019objectiu de crear ciutadans
\ncapa\u00e7os de desxifrar missatges d\u2019una manera conscient i aut\u00f2noma<\/p>\n
A M\u00c9S<\/p>\n
A l\u2019educaci\u00f3 secund\u00e0ria obligat\u00f2ria m\u00fasica i pl\u00e0stica s\u00f3n la base de la
\n formaci\u00f3 per al batxillerat d\u2019arts, igual que es garanteix una formaci\u00f3
\n m\u00ednima als alumnes que han de cursar un batxillerat social,
\nhuman\u00edstic o cient\u00edfic se n’hauria de garantir als alumnes que han de
\ncursar el batxillerat art\u00edstic.<\/p>\n
L\u2019Educaci\u00f3 art\u00edstica \u00e9s la base
\n de la propera generaci\u00f3 de productors culturals, m\u00fasics, artistes
\npl\u00e0stics i dissenyadors aix\u00ed com els fonaments amb la qual la propera
\ngeneraci\u00f3 s\u2019apropar\u00e0 a la cultura.<\/p>\n
A les dades estad\u00edstiques
\npublicades pel MECD a l\u2019anuari d\u2019estad\u00edstiques culturals publicat l\u2019any
\n2013 es pot observar una demanda creixent d\u2019estudis postobligatoris
\n(batxillerats, formaci\u00f3 professional i estudis universitaris)
\nrelacionats amb ensenyaments art\u00edstics entre 2008 i 2013. Consideram que
\n aquests estudiants s\u2019han d\u2019enfrontar al seu futur amb garanties.<\/p>\n
PER TOT AIX\u00d2 DEMANAM<\/p>\n
Que l\u2019educaci\u00f3 art\u00edstica formi part dels ensenyaments obligatoris d\u2019una
\n manera digna de forma que ens permeti desenvolupar seriosament un
\ncurr\u00edculum coherent.. Ens consta que algunes comunitats aut\u00f2nomes, com
\nara Arag\u00f3, estan proposant curr\u00edculums als quals la pres\u00e8ncia dels
\nensenyaments art\u00edstics es mant\u00e9 respecte del que tenim ara, per tant
\nconsideram que es tracta d\u2019un tema que dep\u00e8n \u00fanicament de la voluntat
\npol\u00edtica dels governants.<\/p>\n
Que aquesta pres\u00e8ncia ha de tenir
\ncontinu\u00eftat, sense que hi hagi cursos als quals els alumnes no tenen cap
\n hora de les nostres mat\u00e8ries.<\/p>\n
Que la m\u00fasica i la pl\u00e0stica, com
\n a assignatures eminentment pr\u00e0ctiques que s\u00f3n, haurien de tenir el
\nmateix tractament que altres \u00e0rees d\u2019aquesta \u00edndole, a les quals es
\ncontempla sempre la possibilitat de reduir r\u00e0tios mitjan\u00e7ant
\ndesdoblaments, agrupaments flexibles, etc. per, d\u2019aquesta manera, poder
\natendre als alumnes amb garanties i oferir una educaci\u00f3 de qualitat.<\/p>\n
Que \u00e9s necess\u00e0ria l\u2019elaboraci\u00f3 d\u2019un mapa dels recursos en l\u2019educaci\u00f3 art\u00edstica a mig i a llarg termini.<\/p>\n
Que es crei la figura de Coordinador dels estudis art\u00edstics, que
\ns\u2019encarregaria del seguiment i valoraci\u00f3 del mapa de recursos educatius,
\n de coordinar els estudis de batxillerat art\u00edstic, els cicles
\nprofessionals i superiors de les diferents illes, coordinar els agents
\nsocioecon\u00f2mics i els centres, aix\u00ed com la promoci\u00f3 dels estudis,
\ndissenyar i coordinar la formaci\u00f3 permanent del professorat de l\u2019\u00e0rea i
\nde promoure la innovaci\u00f3 en aquests ensenyaments<\/p>\n
Que trobam
\nnecessari mantenir una reuni\u00f3 amb els responsables d\u2019educaci\u00f3 per tal de
\n poder exposar amb m\u00e9s profunditat els nostres plantejaments i
\nintercanviar punts de vista.<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"
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