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THE TEACHER'S HONOR
*
* Folk title proposed by
Xavi Garcia Navarro
(21/12/2004) David Ribera-Nebot
publicly denounces
a pedagogical and institutional fraud in the IES Les Vinyes -public
school- and in the Catalan Ministry of Education
PUBLIC DENOUNCE of demonstrable facts that affects the
honor of the teachers and
concretely the honor of the physical education teachers.
Next I expose a selection of performances orchestrated by a management
team (Nuria Requena Cerda, Carles Escrig Mañez, Catalina Manrique
Sala, Marisol Montes Lozano,
Maribel Jiménez), several inspectors (Manel Busom
Torres, Carmen Mancebo Fernández, Rafael Alsina Dalmau, Jordi Cantallops
Montero)
and a territorial delegate (Jordi Roca Armengol), with the
support of a caravan of professors (access
to list) and responsible chiefs of the Government Ministry of
Education (Marta Cid Pañella, Montserrat Guri López, Ramon Martínez
Deu, Francesc Vidal Pla; and: Elena Rubio Rivas, Cristina Cano Pérez,
Isabel Casals Pradera, Elena Belloso Gil):
a) Every year there are excursions to practice
alpine ski, organized by the professor in charge of out-of-school
activities (a non-physical-education specialist) , for 1st, 3rd and 4th
grade of ESO (Secondary Education -students aged 12 to 16 years-) and
educational cycles, in which the participation is less than 50% of the
students of some levels and participation is always less than 15% of the
total number of the center's students, arguing that those are excursions
for "coexistence".
These excursions, on school days and on school times,
are not curricular nor do they fulfill an educative and evaluative
objective. How can they be curricular if they are not participated by
most of the students? They are extremely repetitive (3 times in 4
years) in the curriculum of the student of ESO, and in addition to this
they also interfere with the scheduling of excursions depending on the
department of Physical Education. They are not part of the
curriculum of the participant educative cycles. Aside from very
irregular, this illegal appropriation of the contents of Physical
Education and its anti-pedagogical use also supposes a discriminatory
treatment towards the Physical Education and a loss of prestige for the
image of the specialized professionals of Physical Education, a fact
that is, at least, denounceable. To make things worse there exist a
manipulation of the students so that some teachers can practice alpine
ski and other "hidden interests" during such excursions.
If usually you can plan one excursion per year to be included in the
physical education program assuring that can be participated by all the
students, we expect to offer 4 different types of sport activities close
to nature during the 4 years that the students stay in the secondary
school. Besides, many different sport activities for students should be
offered regularly from the school with adequate objectives for each time
and situation.
Pedagogical
Criteria for Physical Education Excursions
The reasonable, worthy one and totally justified fight for eliminating
excursions of alpine skiing without pedagogical criteria or any
excursion without pedagogical criteria, is the essence of the conflict
and the start of constant attacks toward the professors of Physical
Education and toward any person that showed the minimum affinity with
them. The worse is that the unfortunated team used the students for this
debate.
Exemple d'Esmenes i Comentaris a un Acte d'equip docent sobre les
sortides d'esquí alpí
b) By means of registered document, they issue orders to the head of
the Physical Education department to coordinate sport activities during
the breaks following the rules they dictate (these persons, management
team, do not have any kind of preparation for Physical Education nor for
sports). Simultaneously, they issue orders to the personnel in charge of
out-of-school activities to also coordinate these sport activities.
Evidently, the head of the Physical Education department completely
ignores these orders and finally reason prevails and the teachers of
Physical Education voluntarily organize sports for the students,
in educative conditions.
Sport
Activities during the Breaks - IES Les Vinyes
These impositions are irregular: first, they suppose extra work without
the approval by the department of Physical Education and, on the other
hand, there is an intention to practice extra-curricular activities
during school hours.
Why aren't mathematical activities or other subjects
scheduled during the breaks or excursions with mathematical content or
other subjects in 3 of the 4 terms of ESO? This evidence a differential
treatment of the didactic departments and the different subjects as well
as an improper treatment (non-curricular) and unequal conditions
for the Physical Education that implies a comparative offense when it
comes to curricular interference and time of dedications. In addition it
supposes a discrimination not to consider the opinion of the experts in
Physical Education. Furthermore, it also is an act of supreme arrogance
and ignorance to opinate on a matter without any formal knowledge or
experience thereof.
Philosophy
of Education
c) The director tells the head of the department that the substitute
teacher may not communicate with the full professor of Physical
Education, which means that the notes of Physical Education are totally
unjust for the students as the daily evaluations of ¾ parts of the
course by the full professor are not being considered nor is his
criteria of evaluation, approved in the department and given in writing
to the students at the start of the school year.
d) Without any kind of pedagogical nor
organizational justification the pedagogical criteria of distribution of
groups and teachers of the department of Physical Education is not
respected. The head of the department proposes an official meeting with
maximum representatives of the Department of Education so that this fact
without precedents is not repeated, but the territorial delegate always
avoids the meeting to take place.
e) They try to forbid the school's students and teachers to
communicate with the Physical Education teacher. Those that do are
persecuted, attacked and their private lives scrutinized.
f) There are several interferences by members
of the directing team during the lessons of Physical education: 1) The
director enters without calling and aims to make the teacher attend the
inspector (The scholars, that she had lied to and threatened, shout
"Lier" at her). 2) the inspector also enters the class room and tries,
obviously without success, to make the teacher abandon it 3) the head of
studies, during a break, interferes a private discussion among a group
of students and the teacher of Physical Education to forbid the students
to talk to him in front of the gym (evidently, the discussion went on),
4) during a lesson, the director bangs on the door of the gym, enters,
observes the pupils and the teacher and abandons the gym slamming the
door (nobody understands anything), 5) the school's administrator
interferes during a lesson of Physical Education and, talking loudly,
asks the teacher to continue the lesson in another place as some workers
need to start some repairs (the teacher rejects to accept his
"invitation", as this hasn't been communicated previously or the repairs
could be planned during off-hours), 6) during the break the director
tells the pupils to evacuate the material for physical education that
the professor had prepared for his lessons (they elegantly decline his
"invitation"), 7) inspector and director order the pupils to enter the
gym during the breaks to play freely (the teacher's reasoned and
specialized information given by the teacher of Physical Education is
understood by the students who refuse to obey the orders of the
ignorants).
LINK to Images
of the situation It is necessary that those
who educate know to appreciate the virtues of a certain insolence in the
neophytes like the affirmation between rough estimates of the individual
autonomy and critical will that not everything is understood as the
truth.
All these interferences to the professional exercise of the teacher of
Physical Education demonstrate an unequal and differential treatment,
motivated by a strong lack of understanding of Education.
Philosophy of Physical Education
g) They organize extraordinary meetings of professors during which
the teacher of Physical Education, who is not present, is accused with
lies and intentions are made to justify their dogmatic performances; but
they have neither the value nor the honesty of making an official act
that reflects everything that they declare. When somebody disagrees a
bit a persecution of submission based on the policy of fear begins and
the educative function is disregarded. Very few are able to declare the
truth.
h) They incorporate in an indiscriminate form
the variable credit of Physical Education of most of the students that
arrive during the course and the pedagogical justification (in writing)
of the director on such behavior is that this makes their integration
easier as the "Physical Education is less academic than other subjects".
i) The substitute teacher is not allowed to hand out the official
programming of the Physical Education (timely entried as a registered
document) nor allowed to hand out to the pupils written information
about the Physical Education area and the evaluation criteria for the
present course that have been approved in the department.
I have uploaded the official information to the pupils in the Physical
Education's department at
www.educaciofisica.com
(direct access: http://www.educaciofisica.com/motricitat-lesvinyes.htm)
j) They send a letter to the parents and legal
tutors of students of 1st ESO, denying information on the area of
Physical Education (approved in the department) and criticizing the
professionalism of the teacher of Physical Education. With identical
aims, they organize a meeting with parents and legal tutors without
informing nor inviting any professor of the educational team.
k) For an excellent professional who maintains
a friendship with the Physical Education professor, they prepare an
schedule without teaching hours and 22 hours of guard. Chapter apart!
Check details in:
www.elhorariodelprofesor.com
l) The effective repair of the water
filtrations, during periods of rain, in the gym (basic classroom for
Physical Education) is misestimated, though this is a problem that now
lasts more than 6 years.
ll) Since the month of September the users
that depend on the city council are allowed to use the new dressing
rooms of the school that are meant for the students but, however, in the
month of December, the school's students have not yet been authorized to
use them.
m) The Physical Educational professor is not
allowed to deliver documents by registry in his own school. Even the
person in charge of personnel of the territorial delegation accepts them
or not according to the content.
n) they blackmail the students so that they participate in a
popular race organized by the school (students are threatened with the
fail or the reduction of the Physical Education grade). Members of the
management team give orders to the professor responsible for
out-of-school activities so that execute such pressures toward the
students. In previous academic years, certain professors already
accepted submission and participated of such pedagogical scandal.
It is evident that the present professor of Physical Education
does not permit that any unskilled one interferes in the criteria of
evaluation of his subject (to participate in activities of such type it
is not obligatory, although it is able to score for the optional part of
the grade of P.E.)
ñ) Without the capacity to participate fruitfully in a reasoned
pedagogical controversy, the immediate option is to try to make the
Physical Education teacher follow their dogmas through the imposition of
disciplinary files based on gratuitous affirmations and infantile
accusations that are totally false. Nor do they respect his right to
make amendments to acts, (specially manipulated), nor to propose
pedagogical discussions in the meetings. As the Physical Education
professor is not scared, and therefore he is not put under, he uses
other didactic resources to express his opinions freely and honest.
I have worked in 15 public schools and I have never seen levels of so
unfortunate action in so many dimensions.
My fundamental rights have been violated, I have been bothered because
of my opinions, I have been object of arbitrary interferences and
attacks to my honor and reputation, I have not had the option to defend
myself and therefore I have the right to a plenary session of
effective resource in the competent courts. Human rights declaration of
1948! Also, the
Educative Project based on Educational Values in the IES La Mina-Forum
2004 (http://www.educaciofisica.com/activitats-iesforum2004.htm),
preferred center of educative attention, that was voluntarily developed
by 13 teachers motivated by my license of studies, paid by the
department of education and the collaboration of the INEFC and the
Faculty of Education of the University of Barcelona has been suspended.
Still nobody has given explanations to the implied professionals and
even less to the students. This situation also forced us to decline the
invitation to present/display this project in Barcelona Forum 2004.
Moreover, top officials of the education department (hidded and
unidentified) put security escorts to accompany me at all times during
my visits to the headquarters of the education department to report the
pedagogical and institutional scandals. I do not get intimidated or
subdued.
"Consellera" of Education, my
institutional loyalty forces to me to communicate what I think, although
this is politically incorrect. I depend on an institution that pays me,
the Department of Education, not on some persons with transitory
positions, and that's why I'm loyal to the Department of Education and
therefore I am loyal to the Department of Physical Education and I fight
for the teacher's dignity as a member of this institution, making my
opinion known and promoting my honest believes in order to contribute to
the students' education. In a scholastic center the decisions must be
taken thinking about the development of the student's personality, the
real protagonist of the educative act. Even sadder is the fact that some
persons use the authority of their position, (without the moral and
ethical authority this is nothing), to make decisions that satisfy their
egos. Thus, the education responds to the interests of the educators
before those of the educated. The school must form free citizens, not an
army of followers.
Also, "Consellera" of Education, I
honestly express that the "active forces" in my school do not deserve my
professional contribution. I deserve a coherent option to my integrity,
that attempts neither to my dignity nor to my freedom of expression,
that does not limit my professional development, and that does not force
me to participate in an educative action that leaves the student in the
last place.
If the ultimate persons, in charge for the moment being, indeed do not
deal with the deliriums of authority, nor all the infantile attacks
towards my person, then it's really an honor to have three open cases
and any type of professional exile. If this happens, the direction of my
personality will force me to make my decision to separate myself,
temporarily or definitively, from the Department of Education.
In a democratic state it is totally incoherent, and an attack of the
human rights, that a public school is based on the ideology of the
dogmatic obedience and subjugation without promoting in the student the
passion for knowledge and personal development. Many years have passed
since my best teacher explained to me that the education must surpass
any conjunctural ideological frame and be based on philosophical
foundations that contain as a reference the human values of autonomy and
freedom.
To the Students I hope I have contributed something
positive, at least a reflection on the type of citizen they would like
to be: "The gull that only flies to eat or the one that wants to learn
to fly".
My indifference towards certain people has been complete, since the very
first total moment and I have never stooped to compete with them. On the
other hand, during this process I have had the pleasure to get to know a
few extraordinary persons. I simply express my indignation and I
dedicate a little of my time to the possible restitution, if it was
necessary, of my professional dignity in front the students (*) and to
urge others to fight for their fundamental rights and never let go of
their dignity. (**)
I appreciate that the publication of this article
has been possible thanks to the
"Group of the Teacher's Honor".
David Ribera Nebot,
Professor of Physical Education in the IES Les Vinyes (Public High
School of Spain)
(September 2003-March 2004 / September-November 2004)
drn@movementsciences.com
(*)
summarized curriculum vitae
(http://www.educaciofisica.com/cv-resumit2004.htm)
(**) I have never spent time nor effort to compete
with no member of the direct heads and mute witnesses of the pedagogical
and institutional scandal that is described here, my indifference toward
that type of people has always been total; but as it has been boycotted
any internal pedagogical debate, as it has been lied systematically and
as it has been wounded the fundamental rights of students and some
professionals; I feel obliged to the present diffusion.
Análisis Pedagógico del artículo "El Honor del Profesor"
El propósito de
base de las presentes denuncias es evidenciar las miserias de los
participantes directos y colaboradores para publicitar el claro
convencimiento de que esas personas no están preparadas para ejercer
ninguna acción educativa en una escuela pública de una sociedad
libre y pluri-cultural centrada en el desarrollo de la personalidad
del individuo en condiciones de autonomía y libertad.
Actualidad sobre la Quintaesencia del Fraude
Pedagógico e Institucional
en el IES Les Vinyes de Santa Coloma de Gramenet y el Departamento
de Educación
www.escandalopedagogico.com
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