{"id":3719,"date":"2026-06-13T09:00:50","date_gmt":"2026-06-13T07:00:50","guid":{"rendered":"https:\/\/www.mireiaportero.com\/noticies\/quan-lalumnat-ensenya-aprendre-a-cedir-el-control-a-laula\/"},"modified":"2026-08-22T11:59:01","modified_gmt":"2026-08-22T09:59:01","slug":"quan-lalumnat-ensenya-aprendre-a-cedir-el-control-a-laula","status":"publish","type":"post","link":"https:\/\/www.mireiaportero.com\/ca\/metodologies-actives-abp-interdisciplinarietat-innovacio\/quan-lalumnat-ensenya-aprendre-a-cedir-el-control-a-laula\/","title":{"rendered":"Quan l\u2019alumnat ensenya: aprendre a cedir el control a l\u2019aula"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"3719\" class=\"elementor elementor-3719 elementor-3716\" data-elementor-post-type=\"post\">\n\t\t\t\t<div class=\"elementor-element elementor-element-56aab8c0 e-flex e-con-boxed e-con e-parent\" data-id=\"56aab8c0\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-49679ec5 elementor-widget elementor-widget-text-editor\" data-id=\"49679ec5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\n<p><strong>Del control a l\u2019acompanyament<\/strong><\/p>\n\n<p>Quan l\u2019alumnat assumeix un paper m\u00e9s actiu, el rol del docent canvia. Ja no \u00e9s el centre constant de l\u2019acci\u00f3, sin\u00f3 qui dissenya el marc, proposa reptes, acompanya processos i sost\u00e9 l\u2019aprenentatge quan apareixen dificultats. <\/p>\n\n<p>Aix\u00f2 no implica abs\u00e8ncia ni deixadesa. Implica pres\u00e8ncia conscient.<br \/>Cedir el control \u00e9s confiar que l\u2019alumnat pot prendre decisions, equivocar-se, organitzar-se i aprendre des de l\u2019experi\u00e8ncia. <\/p>\n\n<p>I aix\u00f2, per a molts docents, no \u00e9s f\u00e0cil. Perqu\u00e8 no ens van ensenyar a ensenyar aix\u00ed. <\/p>\n\n<p><strong>L\u2019alumnat com a protagonista de l\u2019aprenentatge<\/strong><\/p>\n\n<p>Quan l\u2019alumnat ensenya, passen coses molt potents. Explicar als altres obliga a comprendre millor. Prendre decisions augmenta la implicaci\u00f3. Sentir-se responsable del proc\u00e9s refor\u00e7a l\u2019autoestima i el comprom\u00eds.   <\/p>\n\n<p>En projectes d\u2019ABP, per exemple, l\u2019alumnat investiga, proposa solucions, presenta resultats i defensa idees. En la gamificaci\u00f3, assumeix rols, lidera missions, col\u00b7labora i ajuda els altres a avan\u00e7ar. En tots dos casos, l\u2019aprenentatge deixa de ser quelcom que es rep i passa a ser quelcom que es construeix.  <\/p>\n\n<p>I aqu\u00ed, l\u2019aula es transforma.<\/p>\n\n<p><strong>Aprendre a deixar anar sense abandonar<\/strong><\/p>\n\n<p>Una de les pors m\u00e9s habituals a l\u2019hora de cedir control \u00e9s el caos. Pensar que si no ho dirigim tot, l\u2019aprenentatge es dilueix. Per\u00f2 la clau no \u00e9s deixar-ho tot anar, sin\u00f3 <strong>deixar anar amb estructura.<\/strong>  <\/p>\n\n<p>Cedir el control implica:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>Definir objectius clars<\/li>\n\n<li>Oferir l\u00edmits i marcs d\u2019actuaci\u00f3<\/li>\n\n<li>Acompanyar sense dirigir cada pas<\/li>\n\n<li>Intervenir quan cal, no per in\u00e8rcia<\/li>\n\n<li>Confiar en els processos, encara que no siguin lineals<\/li>\n<\/ul>\n\n<p>L\u2019equilibri entre estructura i autonomia \u00e9s el que permet que l\u2019alumnat creixi sense sentir-se perdut.<\/p>\n\n<p><strong>L\u2019error com a part visible de l\u2019aprenentatge<\/strong><\/p>\n\n<p>Quan l\u2019alumnat ensenya, l\u2019error es fa visible. Ja no queda amagat en un examen, sin\u00f3 que apareix en l\u2019acci\u00f3, en l\u2019explicaci\u00f3, en la presa de decisions. I aix\u00f2 \u00e9s una oportunitat enorme.  <\/p>\n\n<p>Cedir el control implica acceptar que no tot sortir\u00e0 perfecte. Que hi haur\u00e0 ajustos, dubtes i moments d\u2019incertesa. Per\u00f2 tamb\u00e9 implica mostrar que equivocar-se forma part d\u2019aprendre, fins i tot per a qui ensenya.  <\/p>\n\n<p>I aquest missatge educa m\u00e9s que qualsevol discurs.<\/p>\n\n<p><strong>El canvi de rol docent<\/strong><\/p>\n\n<p>Quan l\u2019alumnat ensenya, el docent no perd autoritat. Guanya sentit.<br \/>La seva autoritat ja no es basa en tenir totes les respostes, sin\u00f3 en saber acompanyar processos, fer bones preguntes i sostenir l\u2019aprenentatge col\u00b7lectiu. <\/p>\n\n<p>Aquest canvi de rol requereix seguretat professional, reflexi\u00f3 i, sobretot, confian\u00e7a en l\u2019alumnat. Per\u00f2 tamb\u00e9 retorna quelcom molt valu\u00f3s: aules m\u00e9s vives, m\u00e9s implicades i m\u00e9s connectades amb l\u2019aprenentatge real. <\/p>\n\n<p><strong>Aprendre a cedir perqu\u00e8 els altres creixin<\/strong><\/p>\n\n<p>Quan l\u2019alumnat ensenya, apr\u00e8n m\u00e9s.<br \/>Quan el docent cedeix control, l\u2019aprenentatge s\u2019aprofundeix.<br \/>I quan l\u2019aula esdev\u00e9 un espai compartit, tothom creix.<\/p>\n\n<p>Cedir el control no \u00e9s renunciar a ensenyar.<br \/>\u00c9s ensenyar d\u2019una altra manera.<\/p>\n\n<p>Una manera m\u00e9s coherent amb el m\u00f3n que volem educar: persones aut\u00f2nomes, cr\u00edtiques, col\u00b7laboratives i capaces d\u2019aprendre al llarg de la vida.<\/p>\n\n<p>I aix\u00f2 comen\u00e7a quan ens atrevim a fer un pas enrere perqu\u00e8 l\u2019alumnat en pugui fer un endavant.<\/p>\n\n<p>Tamb\u00e9 participo en converses educatives a <a href=\"https:\/\/www.threads.com\/@mireiaportero5\">Threads<\/a> i <a href=\"https:\/\/bsky.app\/profile\/mireiaportero.bsky.social\">Bluesky<\/a> .<\/p>\n\n<p><strong>Mireia Portero | Guanyadora dels Premis Educa Abanca a Millor Docent d&#8217;Espanya en Educaci\u00f3 No Formal<\/strong><\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Durant molt de temps, l\u2019escola ha funcionat des d\u2019una l\u00f2gica clara: el docent explica i l\u2019alumnat escolta. El control, el ritme i les decisions estaven en mans de l\u2019adult. Per\u00f2 quan comencem a treballar amb metodologies actives com l\u2019ABP, la gamificaci\u00f3 o l\u2019aprenentatge cooperatiu, aquesta l\u00f2gica es desmunta. I apareix una pregunta inc\u00f2moda, per\u00f2 necess\u00e0ria: qu\u00e8 passa quan l\u2019alumnat comen\u00e7a a ensenyar?   <\/p>\n<p>Cedir el control no vol dir perdre\u2019l. Vol dir transformar-lo. <\/p>\n","protected":false},"author":4,"featured_media":3720,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[58],"tags":[],"class_list":["post-3719","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-metodologies-actives-abp-interdisciplinarietat-innovacio"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>\u25b7Quan l\u2019alumnat ensenya: aprendre a cedir el control a l\u2019aula - \u3010 Mireia Portero \u3011<\/title>\n<meta name=\"description\" content=\"Durant molt de temps, l\u2019escola ha funcionat des d\u2019una l\u00f2gica clara: el docent explica i l\u2019alumnat escolta. El control, el ritme i les decisions estaven en mans de l\u2019adult. Per\u00f2 quan comencem a treballar amb metodologies actives com l\u2019ABP, la gamificaci\u00f3 o l\u2019aprenentatge cooperatiu, aquesta l\u00f2gica es desmunta. I apareix una pregunta inc\u00f2moda, per\u00f2 necess\u00e0ria: qu\u00e8 passa quan l\u2019alumnat comen\u00e7a a ensenyar?   Cedir el control no vol dir perdre\u2019l. 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