La mejor manera de domesticar a les niñes

Tiempo de lectura: 3 minutos

Toda hemos pasado por el sistema educativo, esa experiencia común es la que hace que esto sea tema común de conversación y de discusión (1).

Tengo unas cuantas ideas que no suelen ser escuchadas y es mi deber exponerlas al público (2).

Partimos de Foucault, la identidad entre la institución-edificio escuela y otras instituciones-edificios como hospitales, prisiones y cuarteles es indudable: una función no escrita de la escuela es domar a los niños para que en el futuro sean adultos que produzcan y consuman. Por eso las preguntas de «seño pa k me sirve aprender raizes cuadradas????!» son erróneas, el contenido es lo de menos, lo importante es que los chavales estén 6 horas sentados y aprendiendo, para que no hagan trastadas (3). A esta función se le añaden otras clásicas que no vota repasar en detalle como la alfabetización, la socialización…

Pero aquí no vamos a conformarnos con lo presente sino explorar posibilidades: durante nuestra larga evolución como forrajeadores y cazadores la educación de los niños fue la siguiente: acompañaban a los padres, observaban lo que hacían, imitaban los procesos y después se iban con bandas de niños a explorar y a resolver por su cuenta los retos. Esto no pudiese ser más diferente del modelo de educación en la sociedad industrial: frente a la autonomía, lo práctico, el movimiento constante y la fusión de lo lúdico (4).

Muchos objetarán que esto sirve para aprender a seguir huellas de tapires, para escalar árboles y cultivar mandioca pero no para formar ingenieros, médicos, filósofos (ja) o policías. Yo les recuerdo a esta gente lo siguiente:

La naturaleza de lo real tiende a funcionar mediante escalas de desarrollo dialécticas, de esa manera lo antiguo reprimido, si no se integra, tiende a volver en formas viles y tóxicas. Voy a resolver el debate idiota sobre «debería haber más horas de…», mira, de todo lo que no me interesaba tanto en el insti como en la universidad, no me acuerdo ni de un 5 por ciento, como todos sabéis, lo vomité y pa’lante. El saber sí ocupa lugar, por eso el debate sobre la domesticación y educación de los niños debe entender la naturaleza de estos e integrar, en la medida de lo posible la matriz de movimiento, autonomía, juego, imitación y descubrimiento que formaba parte de la educación primitiva, esto tiene obvios límites ya que como pasa con muchas pedagogías progres sin elementos de disciplina (5), jerarquía (6) o segregación (7) también dejamos de operar con aspectos fundamentales y elevadores de la naturaleza humana.

El retorno de lo arcaico siempre debe ser hacia el futuro, puño de robot en tejido de cáñamo: aulas donde los chavales se muevan, donde la clase magistral se combine con la resolución de problemas, autonomía dirigida por la sabiduría del maestro, que lo teórico se combine con lo práctico… Las posibilidades son diversas pero dependen de saber aplicarlas con finura y mente abierta.

La cuestión del bullying

Si no se entiende que el acoso es una dinámica-territorial-mamifera, mediante la cual comprobamos en la práctica quién tiene más estatus dentro de un grupo, nunca comprenderemos el bullying y por tanto no lo evitaremos; los sermones no lo van a parar por sí solos. Hay que entender esta dinámica y saber desactivarla o mejor, integrarla de una manera útil, esos chavales van a salir al mundo y se van a enfrentar a dinámicas de competencia y estatus que, aunque más sutiles, son puro bullying.

Recomiendo…

…este texto:

http://libroprofesordesecundaria.blogspot.com/2020/05/estimulo-supernormal-y-educacion-por.html?m=1

Trata el tema de la sobreexigencia al alumnado, y en qué prejuicios psicológicos se sustenta esto.

Notas

(1) Discusión porque seguramente la pedagogía no ha alcanzado el estatus de ciencia normal, como lo denomina Thomas Kuhn, donde hay unas premisas básicas por medio de las que los científicos pueden operar.

(2) Muchas veces hago bromas con lo creativo e inteligente que soy, la cosa en realidad es más sencilla: lecturas variadas, humildad ideológica, autocrítica y curiosidad son el abono de las buenas ideas.

(3) Hay evidencia científica sobre cómo la educación evita la criminalidad juvenil por el simple hecho de que evita el aburrimiento fruto del tiempo libre, mucha de la criminalidad es resultado del mindset cazador-recolector operando en entornos urbanos.

(4) mi teoría del juego está expuesta aquí: https://yyole.es/simticens-teoria-del-juego/ , pero básicamente el juego es la forma que tienen los animales de aprender.

(5) Frente a la idea del profesor-colega, al que no se respeta, la idea de tener temor sagrado al maestro es vieja, se retrotrae al chamanismo. Funciona como forma de activar las improntas emocionales del aprendizaje como demuestra RAW en el análisis que hace del síndrome de Estocolmo en Prometheus Rising.

(6) el pensamiento humano jerarquiza. Las críticas a la jerarquía político-económica no debe obviar esta estructura fundamental de la cognición.

(7) más allá del tópico de la escuela religiosa al parecer el desarrollo masculino y femenino no están al mismo compás y por eso compartir aula es injusto para ambos sexos, solución, compartir patio de recreo, para socializar, pero no compartir aula.

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