{"id":164505,"date":"2025-12-28T11:38:42","date_gmt":"2025-12-28T08:38:42","guid":{"rendered":"https:\/\/buletin.de\/bucuresti\/?p=164505"},"modified":"2025-12-29T00:15:05","modified_gmt":"2025-12-28T21:15:05","slug":"cafeneaua-bdb-educatie-la-final-de-an-marcel-bartic-despre-sistemul-de-invatamant-dupa-aproape-jumatate-de-secol-de-comunism-invatamantul-romanesc-s-a-trezit-dupa-1989-intr-un-soi-de","status":"publish","type":"post","link":"https:\/\/buletin.de\/bucuresti\/cafeneaua-bdb-educatie-la-final-de-an-marcel-bartic-despre-sistemul-de-invatamant-dupa-aproape-jumatate-de-secol-de-comunism-invatamantul-romanesc-s-a-trezit-dupa-1989-intr-un-soi-de\/","title":{"rendered":"Cafeneaua BdB | Educa\u021bie la final de an. Marcel Bartic, despre sistemul de \u00eenv\u0103\u021b\u0103m\u00e2nt: \u201eDup\u0103 aproape jum\u0103tate de secol de comunism, \u00eenv\u0103\u021b\u0103m\u00e2ntul rom\u00e2nesc s-a trezit, dup\u0103 1989, \u00eentr-un soi de deriv\u0103\u201d"},"content":{"rendered":"\n

Marcel Bartic este profesor de istorie, fiind la catedr\u0103 de peste 20 de ani. A fost cadru didactic at\u00e2t \u00een \u0219coli de ora\u0219, c\u00e2t \u0219i la sat. Dup\u0103 aproape dou\u0103zeci de ani la catedr\u0103, Marcel Bartic a deschis o \u0219coal\u0103 privat\u0103 \u00een Capital\u0103, unde s\u0103 \u00ee\u0219i poat\u0103 \u00eemp\u0103rt\u0103\u0219i experien\u021ba didactic\u0103.<\/strong><\/p>\n\n\n\n

\u00cen contextul \u00een care educa\u021bia a fost \u00eencercat\u0103 \u00een 2025 pe mai multe fronturi, cu schimb\u0103ri de programe, planuri cadru, t\u0103rieri de burse \u0219i demisia ministrului Daniel David, Buletin de Bucure\u0219ti a stat de vorb\u0103 cu profesorul Marcel Bartic pentru a ob\u021bine o radiografie detaliat\u0103 a sistemului.<\/p>\n\n\n\n

***<\/strong><\/p>\n\n\n\n

Buletin de Bucure\u0219ti: Care este starea actual\u0103 a sistemului de educa\u021bie din \u021bar\u0103?<\/strong><\/p>\n\n\n\n

Marcel Bartic: <\/strong>Este o \u00eentrebare foarte bun\u0103, pe care ar trebui s\u0103 ne-o lu\u0103m ca tem\u0103 de reflec\u021bie to\u021bi cei care avem leg\u0103tur\u0103 cu sistemul de \u00eenv\u0103\u021b\u0103m\u00e2nt. E greu s\u0103 v\u0103 r\u0103spund \u00een c\u00e2teva fraze, pentru c\u0103 starea \u00eenv\u0103\u021b\u0103m\u00e2ntului ar trebui s\u0103 fie raportat\u0103 la rezultatele actului educa\u021bional.<\/p>\n\n\n\n

Dac\u0103 ne uit\u0103m la ce se \u00eent\u00e2mpl\u0103 \u00een acest moment \u00een institu\u021biile de \u00eenv\u0103\u021b\u0103m\u00e2nt, la felul \u00een care \u00eei preg\u0103te\u0219te \u0219coala pe viitorii adul\u021bi, s-ar putea s\u0103 nu fim foarte mul\u021bumi\u021bi de felul \u00een care a func\u021bionat sistemul p\u00e2n\u0103 acum. <\/p>\n\n\n\n

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De pild\u0103, procentul analfabetismului func\u021bional \u00een r\u00e2ndul adul\u021bilor dep\u0103\u0219e\u0219te undeva la 40%. Ace\u0219tia sunt adul\u021bii care la r\u00e2ndul lor au urmat \u0219coala rom\u00e2neasc\u0103. Asta \u00eenseamn\u0103 c\u0103 ni\u0219te lucruri nu s-au \u00eent\u00e2mplat foarte bine acolo.<\/p>\n<\/blockquote>\n\n\n\n

Dac\u0103 este s\u0103 vorbim despre ce se \u00eent\u00e2mpl\u0103 efectiv \u00een \u0219coli acum, ca s\u0103 v\u0103 dau c\u00e2teva repere, doar procentele analfabetismului func\u021bional demonstrate de test\u0103rile interna\u021bionale sau rezultatele la evalu\u0103rile na\u021bionale ori procentele abandonului \u0219colar nu ne ofer\u0103 o imagine m\u0103gulitoare despre felul \u00een care se \u00eent\u00e2mpl\u0103 lucrurile. <\/p>\n\n\n\n

M\u0103 simt obligat s\u0103 v\u0103 spun aici c\u0103 cel pu\u021bin \u00een ultimii cinci, \u0219apte, zece ani am observat c\u0103 sunt totu\u0219i comunit\u0103\u021bi educa\u021bionale pe harta asta a \u00eenv\u0103\u021b\u0103m\u00e2ntului rom\u00e2nesc care \u00eencearc\u0103 s\u0103 schimbe lucrurile, dar, din nefericire, nu simt c\u0103 ar fi regula, c\u00e2t mai degrab\u0103 excep\u021bia.<\/p>\n\n\n\n

Asta \u021bine \u00eentr-o oarecare m\u0103sur\u0103 \u0219i de noi, de profesori, de anumite mentalit\u0103\u021bi ale societ\u0103\u021bii rom\u00e2ne\u0219ti, de politicile publice aplicate \u00een sistemul de educa\u021bie \u00een ultimii 35 de ani. <\/strong>Sunt mul\u021bi factori despre care am putea discuta aici, despre subfinan\u021barea cronic\u0103 a sistemului de \u00eenv\u0103\u021b\u0103m\u00e2nt, despre anumite prejudec\u0103\u021bi pe care societatea rom\u00e2neasc\u0103 le are despre ce ar trebui s\u0103 se \u00eent\u00e2mple \u00eentr-o \u0219coal\u0103.<\/p>\n\n\n\n

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Practic, dup\u0103 aproape jum\u0103tate de secol de comunism, \u00eenv\u0103\u021b\u0103m\u00e2ntul rom\u00e2nesc s-a trezit, dup\u0103 1989, \u00eentr-un soi de deriv\u0103. Noi nu mai \u0219tiam ce s\u0103 facem cu \u0219coala.<\/p>\n<\/blockquote>\n\n\n\n

P\u00e2n\u0103 atunci, \u0219coala era un instrument de ideologizare a cet\u0103\u021benilor \u0219i, \u00een subsidiar, te preg\u0103tea pentru pia\u021ba muncii \u0219i cam at\u00e2t. Nu era altceva dec\u00e2t un soi de dresaj. <\/p>\n\n\n\n

Cumva, vr\u00e2nd-nevr\u00e2nd, pentru c\u0103 nimeni nu ne-a ar\u0103tat o direc\u021bie, institu\u021bia \u0219coli a \u00eenceput s\u0103 func\u021bioneze din iner\u021bie, ajung\u00e2nd \u00een punctul \u00een care, practic, cu excep\u021biile de care v\u0103 spuneam un pic mai devreme, institu\u021bia \u0219colii nu mai face altceva dec\u00e2t s\u0103 livreze ni\u0219te diplome.<\/strong><\/p>\n\n\n\n

Nu mai intereseaz\u0103 pe nimeni dac\u0103 elevii respectivi chiar au abilit\u0103\u021bi, competen\u021be, dac\u0103 \u0219tiu s\u0103 fac\u0103 lucruri. Important este s\u0103 s\u0103-\u0219i ob\u021bin\u0103 diploma \u0219i pe c\u00e2t posibil s\u0103 intre la un liceu bun, s\u0103 termine \u0219i liceul respectiv, s\u0103 fac\u0103 \u0219i o facultate. Ulterior se trezesc c\u0103 mare lucru nu prea \u0219tiu s\u0103 fac\u0103 cu diploma respectiv\u0103.<\/p>\n\n\n\n

\u00cencerc s\u0103 v\u0103d totu\u0219i partea plin\u0103 a paharului \u0219i am s\u0103 m\u0103 leg, \u00eenc\u0103 o dat\u0103, de acele comunit\u0103\u021bi educa\u021bionale de care v\u0103 povesteam un pic mai devreme. Sunt oameni care au \u00een\u021beles rolul \u0219colii, profesori \u0219i reprezentan\u021bi ai comunit\u0103\u021bii locale, p\u0103rin\u021bi \u0219i, foarte important, reprezentan\u021bi ai elevilor. <\/p>\n\n\n\n

Asta m\u0103 \u00eenc\u00e2nt\u0103, pentru c\u0103 p\u00e2n\u0103 la urm\u0103, beneficiarul direct al actului educa\u021bional trebuie s\u0103 aib\u0103 un cuv\u00e2nt de spus \u00een \u00een toat\u0103 povestea asta.<\/p>\n\n\n\n

Speran\u021ba mea este ca toate aceste energii pozitive s\u0103 ajung\u0103 s\u0103 se sincronizeze cu politici publice coerente care s\u0103 ne dea o direc\u021bie, un sens.<\/p>\n\n\n\n

CITE\u0218TE \u0218I: Cafeneaua Bdb | Raluca Fi\u0219er, pre\u0219edinta Green Revolution, despre Masterplanul Velo: \u201eAt\u00e2ta vreme c\u00e2t oamenii, sunt civiliza\u021bi \u00een trafic nu este nevoie s\u0103 tragem astfel de linii peste tot\u201d<\/a><\/strong><\/p>\n\n\n\n

Crede\u021bi c\u0103 modificarea planurilor cadru va aduce un element benefic, de noutate, \u00een acest sistem \u00eenvechit? Cum se poate schimba situa\u021bia din prezent?<\/strong><\/p>\n\n\n\n

Nu mi-a\u0219 pune toate speran\u021bele \u00een schimbarea acestor programe \u0219colare, dar hai s\u0103 vedem \u00eent\u00e2i partea bun\u0103 a lucrurilor. Era nevoie de programe \u0219colare noi, obligatoriu la liceu, pentru c\u0103 dac\u0103 \u00eemi amintesc bine, la liceu nu au mai fost revizuite din 2004.<\/p>\n\n\n\n

M\u0103 bucur c\u0103 s-a \u00eent\u00e2mplat lucrul acesta. Totu\u0219i, redactarea \u0219i dezbaterea programelor \u0219colare s-a cam f\u0103cut pe repede \u00eenainte, destul de netransparent. <\/strong>\u0102sta e un lucru pe care factorii de decizie ar trebui s\u0103 \u0219i-l asume. <\/p>\n\n\n\n

\u00cen afara programei de limba rom\u00e2n\u0103 \u0219i poate a celei de matematic\u0103, unde am mai v\u0103zut ici-colo c\u00e2teva propuneri, restul n-am v\u0103zut s\u0103 genereze reac\u021bii negative, dar nu \u00eenseamn\u0103 c\u0103 dezbaterea nu trebuie f\u0103cut\u0103 mai transparent.<\/p>\n\n\n\n

Cumva, o provocare pentru viitorul ministru, ar trebui reluat acest proces de dezbatere, ca lucrurile s\u0103 fie f\u0103cute mai transparent. Oricum, o program\u0103 \u0219colar\u0103 cum este cea la limba rom\u00e2n\u0103, adoptat\u0103 pe repede \u00eenainte, n-ar putea aduce dec\u00e2t nemul\u021bumiri, revolt\u0103 \u0219i confuzii, \u00een r\u00e2ndul profesorilor.<\/p>\n\n\n\n

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Cine este Marcel Bartic<\/h2>\n\n\n\n

Marcel Bartic este la catedr\u0103 de 20 de ani. \u00cen anii 2000, a \u00eenceput s\u0103 predea istorie unor copii din \u0218coala Gimnazial\u0103 Groze\u0219ti, de pe malul Prutului. Apoi, a predat \u0219i \u00een alte \u0219coli, din Ia\u0219i \u0219i Neam\u021b. \u00cen 2008, s-a mutat \u00een Bucure\u0219ti, unde s-a titularizat ca profesor. <\/strong><\/p>\n\n\n\n

Este director al \u0219colii\u00a0Evrika<\/a>, pe care a \u00eenfiin\u021bat-o. Marcel Bartic mai este \u0219i moderatorul Academiei Europa FM, emisiune axat\u0103 pe educa\u021bie. <\/p>\n\n\n\n

A fost coordonatorul programului \u0218coala Remedial\u0103 de Var\u0103, dedicat sprijinirii elevilor \u00een mediul online. <\/p>\n\n\n\n

Este pasionat de istoria mentalit\u0103\u021bilor \u0219i imaginarului, studiul Holocaustului, istoria \u0219i drepturile minorit\u0103\u021bilor, precum \u0219i de integrarea tehnologiei \u00een educa\u021bie.\u00a0<\/p>\n\n\n\n

Are o carier\u0103 important\u0103 ca activist civic.<\/p>\n\n\n\n

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Marcel Bartic. FOTO: Republica<\/figcaption><\/figure>\n<\/div><\/div>\n\n\n\n

Crede\u021bi c\u0103 ar mai trebui s\u0103 apar\u0103 \u0219i alte modific\u0103ri dec\u00e2t cele prev\u0103zute \u00een prezent?<\/strong><\/p>\n\n\n\n

Programele \u0219colare sunt ni\u0219te documente perfectibile. Rar vom g\u0103si un consens unanim cu privire la felul \u00een care ar trebui redactat\u0103 o program\u0103 \u0219colar\u0103. Programele de gimnaziu au fost modificate \u00een 2009, \u00eens\u0103 problemele \u00een gimnaziu nu \u021bin de program\u0103 sau de manuale, c\u00e2t mai degrab\u0103 de felul \u00een care toat\u0103 paradigma educa\u021bional\u0103 func\u021bioneaz\u0103.<\/p>\n\n\n\n

\u00cen momentul de fa\u021b\u0103, copiii de la gimnaziu nu mai fac altceva dec\u00e2t s\u0103 participe la un soi de curs\u0103 pentru evaluare na\u021bional\u0103. <\/strong>Cu alte cuvinte, cel pu\u021bin \u00een ultimii doi ani terminali, copii nu mai fac altceva dec\u00e2t s\u0103 \u00eenve\u021be la rom\u00e2n\u0103 \u0219i la matematic\u0103. <\/p>\n\n\n\n

\u00cen aceste condi\u021bii, ar trebui s\u0103 reg\u00e2ndim felul \u00een care se face evaluarea na\u021bional\u0103 pentru c\u0103, \u00een prezent, celelalte materii aproape c\u0103 nu mai conteaz\u0103, iar \u00een mod evident ace\u0219ti copii ajung la liceu complet nepreg\u0103ti\u021bi.<\/p>\n\n\n\n

Ar trebui schimbat\u0103 \u0219i admiterea la liceu, iar aici a\u0219 avea o propunere. Dac\u0103 r\u0103m\u00e2nem \u00een sistemul actual, \u00een care toat\u0103 lumea se bate pe c\u00e2teva licee bune, n-am rezolvat problema.<\/p>\n\n\n\n

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Eu m-a\u0219 g\u00e2ndi mai degrab\u0103 la nou soi de program na\u021bional \u00een care cea mai bun\u0103 \u0219coal\u0103 s\u0103 fie cea de l\u00e2ng\u0103 cas\u0103, iar cel mai bun liceu s\u0103 fie acela de l\u00e2ng\u0103 elev.<\/p>\n<\/blockquote>\n\n\n\n

Cu alte cuvinte, ar trebui investit \u00een formarea profesorilor, \u00een dotarea liceelor, \u00een a\u0219a fel \u00eenc\u00e2t elevii s\u0103 poat\u0103 merge lini\u0219ti\u021bi la cel mai apropiat liceu de casa lor, \u00een condi\u021biile \u00een care corespunde \u0219i cu preferin\u021bele lor pentru anumite specializ\u0103ri.<\/p>\n\n\n\n

CITE\u0218TE \u0218I: Cafeneaua Bdb | Raluca Fi\u0219er, pre\u0219edinta Green Revolution, despre Masterplanul Velo: \u201eAt\u00e2ta vreme c\u00e2t oamenii, sunt civiliza\u021bi \u00een trafic nu este nevoie s\u0103 tragem astfel de linii peste tot\u201d<\/a><\/strong><\/p>\n\n\n\n

Care ar fi num\u0103rul optim de ore pentru fiecare profil? Cum ar trebui s\u0103 varieze num\u0103rul orelor de rom\u00e2n\u0103, matematic etc. \u00een func\u021bie de fiecare specializare?<\/strong><\/p>\n\n\n\n

Este greu s\u0103-i \u00eempaci pe to\u021bi, pentru c\u0103 trebuie s\u0103 ne g\u00e2ndim care este rostul liceului. Trebuie s\u0103 \u0219tim ce competen\u021be vrem s\u0103 aib\u0103 absolven\u021bii de liceu. E destul de greu de spus, pentru c\u0103 eu a\u0219 vedea lucrurile astea mai degrab\u0103 g\u00e2ndite transdisciplinar.<\/p>\n\n\n\n

Fiul meu este la un liceu de matematic\u0103-informatic\u0103 \u0219i \u00eel \u00eencurajez s\u0103 mai citeasc\u0103 un pic de istorie, s\u0103 fie mai atent la orele de logic\u0103 sau filozofie, atunci c\u00e2nd va fi momentul. Acela\u0219i lucru l-a\u0219 \u00eencuraja c\u0103lduros \u0219i pe un absolvent de uman s\u0103 fac\u0103, anume s\u0103 fie mai atent la orele de \u0219tiin\u021be exacte din program. Sunt foarte mul\u021bi care nu mai \u0219tiu s\u0103 fac\u0103 ra\u021bionamente matematice elementare.<\/p>\n\n\n\n

Pe de alt\u0103 parte, iar\u0103\u0219i avem aceea\u0219i problem\u0103 pe care am v\u0103zut-o \u0219i la gimnaziu. Liceul devine doar o etap\u0103 \u00een care studiezi doar pentru examenele de bacalaureat. Dac\u0103 facem lucrul \u0103sta, \u00eenseamn\u0103 c\u0103 ceva nu este foarte \u00een regul\u0103. <\/p>\n\n\n\n

Materiile respective, dincolo de felul \u00een care sunt g\u00e2ndite, ar trebui s\u0103 le ofere un set de competen\u021be elevilor care s\u0103-i ajute s\u0103 se descurce \u00een via\u021ba real\u0103 dup\u0103 ce vor termina liceul. \u00cen momentul de fa\u021b\u0103, din ceea ce \u00eemi spune\u021bi dumneavoastr\u0103, practic ajunge\u021bi s\u0103 \u00eenv\u0103\u021ba\u021bi doar pentru a promova un bacalaureat.<\/p>\n\n\n\n

Am studiat limba latin\u0103, de exemplu, \u00een clasa a VII-a, \u00eens\u0103 nu o pot socoti nici \u00een prezent util\u0103.<\/strong> Sunte\u021bi de acord cu eliminarea orelor considerate \u00eenvechite sau crede\u021bi c\u0103 ar trebui adaptate la cerin\u021bele actuale?<\/strong><\/p>\n\n\n\n

Este adev\u0103rat c\u0103, pentru dumneavoastr\u0103, care studia\u021bi la matematic\u0103-informatic\u0103, nu v-a fost chiar a\u0219a util\u0103. Pe de alt\u0103 parte, pentru un profesor de istorie sau, m\u0103 rog s\u0103 zicem a\u0219a, pentru un elev care inten\u021bioneaz\u0103 s\u0103 mearg\u0103 la \u0219tiin\u021be sociale sau la filologie, latina \u00ee\u0219i are locul \u0219i rostul ei.<\/p>\n\n\n\n

Problema de fapt este c\u0103, \u00een gimnaziu, au fost g\u00e2ndite multe ore greu de digerat pentru elevi, pentru c\u0103 s\u0103racul copil nu prea \u00een\u021belege mare lucru dac\u0103 are 6-7 ore pe zi. f\u0103r\u0103 ca acestea s\u0103 aib\u0103 leg\u0103tur\u0103 \u00eentre ele. Din acest motiv, a\u0219a cum spuneam mai devreme, propun o viziune transdisciplinar\u0103 a materiilor. <\/p>\n\n\n\n

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Dac\u0103 a\u021bi fi avut un program \u00een care o zi era dedicat\u0103 orelor acestea umaniste, \u0219i aveau o leg\u0103tur\u0103 \u00eentre ele, cu siguran\u021b\u0103 c\u0103 i-a\u021bi fi v\u0103zut rostul mai bine.<\/p>\n<\/blockquote>\n\n\n\n

Eu a\u0219 avea foarte multe argumente \u00een favoarea p\u0103str\u0103rii limbii latine \u00een \u0219coli, deoarece limba pe care o vorbim acum are r\u0103d\u0103cini latine. \u00cenc\u0103 odat\u0103, nu materia este de vin\u0103, ci mai degrab\u0103 felul \u00een care a fost implementat \u00een planul cadru pentru gimnaziu. Este o disciplin\u0103 de p\u0103strat, \u00eens\u0103 nu a\u0219a cum este acum<\/p>\n\n\n\n

Avem examenele na\u021bionale de titularizare \u0219i de definitivat care se sus\u021bin anual de c\u0103tre cei care vor s\u0103 intre \u00een profesorime. Crede\u021bi c\u0103 ar trebui schimbat modul \u00een care se desf\u0103\u0219oar\u0103 aceste examene?<\/strong><\/p>\n\n\n\n

Un astfel de examen precum cel de titularizare exist\u0103 cam peste tot. Problema acestor examin\u0103ri \u021bine mai mult de felul \u00een care sunt vacantate posturile \u0219i ajung profesorii s\u0103 le ocupe. Ca s\u0103 \u00een\u021belege\u021bi, \u00een acest moment, \u0219colile nu au nicio autonomie \u00een ceea ce prive\u0219te recrutarea \u0219i angajarea profesorilor. <\/p>\n\n\n\n

Mul\u021bi tineri foarte valoro\u0219i \u0219i competen\u021bi, care ar putea ocupa un post titularizabil, nu reu\u0219esc deoarece sunt foarte pu\u021bine posturi libere.<\/p>\n\n\n\n

Eu a\u0219 merge pe cele dou\u0103 principii: autonomie \u0219i descentralizare, \u00een a\u0219a fel \u00eenc\u00e2t m\u0103car \u00een propor\u021bie de 50% s\u0103 aib\u0103 \u0219i \u0219coala un cuv\u00e2nt de spus. De asemenea, a\u0219 reg\u00e2ndi un pic modul de vacantare, pentru c\u0103 dac\u0103 pun un t\u00e2n\u0103r absolvent s\u0103 dea examenul patru, cinci sau \u0219ase ani la r\u00e2nd, s-ar putea s\u0103 nu mai doreasc\u0103 s\u0103 mai vin\u0103 \u00een \u00eenv\u0103\u021b\u0103m\u00e2nt.<\/p>\n\n\n\n

M-a\u021bi mai \u00eentrebat un pic mai devreme \u0219i de definitivat, care este un soi de corespondent al reziden\u021biatului \u00een medicin\u0103. Este un examen important, asemenea gradelor didactice. Totu\u0219i, problema este s\u0103 nu \u00eei transform\u0103m \u00eentr-o form\u0103 f\u0103r\u0103 fond.<\/p>\n\n\n\n

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Titularizarea \u0219i definitivatul ar trebui s\u0103-i ajute pe tinerii profesori s\u0103 se preg\u0103teasc\u0103 un pic mai bine, s\u0103 mai deschid\u0103 o carte de specialitate, s\u0103 \u021bin\u0103 la formarea lor profesional\u0103.<\/p>\n<\/blockquote>\n\n\n\n

Dac\u0103 profesorii ajung s\u0103 treac\u0103 prin formele astea de perfec\u021bionare, doar pentru a-\u0219i lua diploma respectiv\u0103, iar\u0103\u0219i nu ne ajut\u0103 foarte tare. Ar trebui s\u0103 le oferim profesorilor mai multe oportunit\u0103\u021bi de formare profesional\u0103, iar gradele sunt doar o parte dintre aceste metode.<\/p>\n\n\n\n

A\u0219 debirocratiza pu\u021bin felul \u00een care se fac aceste lucruri. Sunt foarte mul\u021bi profesori tineri care refuz\u0103 s\u0103 se \u00eenscrie, deoarece la depunerea dosarului se face o coad\u0103 de 150-200 de oameni, care stau acolo cu actele \u00een m\u00e2n\u0103 ore \u00eentregi. <\/p>\n\n\n\n

Atunci nu ne \u00eentreb\u0103m, fire\u0219te, dac\u0103 nu e \u00een avantajul nostru ca ace\u0219ti oameni s\u0103 se \u00eenscrie? Ba da! P\u0103i \u0219i ce facem ca s\u0103 \u00eei atragem? Dac\u0103 oamenii renun\u021b\u0103, nu tot elevii au de pierdut?<\/p>\n\n\n\n

CITE\u0218TE \u0218I: Cafeneaua BdB | Theodor Gorovei, despre cursurile de robotic\u0103 din mediul rural: \u201eCopiii sunt foarte, foarte dornici, pentru c\u0103 e totul nou pentru ei.\u201d<\/a><\/strong><\/p>\n\n\n\n

A\u021bi amintit mai devreme faptul c\u0103 elevii au devenit vocali, iar acest lucru v\u0103 place. Cu toate acestea, sistemul de reprezentare, Consiliul Elevilor, este subordonat oarecum Ministerului Educa\u021biei, deoarece func\u021bioneaz\u0103 \u00een baza unui ordin al ministrului. Afecteaz\u0103 acest lucru integritatea reprezent\u0103rii? Ar trebui schimbat acest organism central?<\/strong><\/p>\n\n\n\n

Aici am s\u0103 fiu foarte direct. Orice organiza\u021bie local\u0103, jude\u021bean\u0103 sau na\u021bional\u0103, a elevilor trebuie s\u0103 func\u021bioneze independent de orice presiuni venite din partea Ministerului Educa\u021biei. Aici, sigur c\u0103 \u021bine cumva \u0219i de curajul \u0219i de determinarea elevilor. <\/p>\n\n\n\n

Factorii de decizie din minister ar trebui s\u0103 \u00een\u021beleag\u0103 c\u0103 nu e \u00een interesul lor s\u0103 transforme Consiliul Elevilor \u00eentr-o anex\u0103 care s\u0103 le valideze politicile educa\u021bionale.<\/p>\n\n\n\n

Dac\u0103 le dai libertatea de exprimare elevilor, celor care reprezint\u0103 pe p\u0103rin\u021bi, s-ar putea ca la un moment dat s\u0103 te trag\u0103 de m\u00e2nec\u0103 c\u0103 \u0219i s\u0103 spun\u0103: \u201eDomnule ministru, vezi c\u0103 nu faci bine aici!\u201d \u0102sta e un lucru bun. <\/strong><\/p>\n\n\n\n

Observ din partea multor institu\u021bii ale statului o fric\u0103, o team\u0103 visceral\u0103 de feedback. Prefer\u0103 s\u0103 se \u00eenconjoare de unii care s\u0103 aplaude \u0219i s\u0103 \u00eei laude f\u0103r\u0103 motiv, dar cel mai bun lucru \u00een sistemul nostru de \u00eenv\u0103\u021b\u0103m\u00e2nt ar fi s\u0103 \u00eenv\u0103\u021b\u0103m s\u0103 accept\u0103m un feedback, f\u0103r\u0103 presiuni de nic\u0103ieri.<\/p>\n\n\n\n

\u00cen ultimii zece ani, eu am putut vedea ini\u021biative venite din partea unor organiza\u021bii ale elevilor. Am v\u0103zut lideri ai elevilor cu un discurs impecabil. Este adev\u0103rat c\u0103 exist\u0103 \u0219i tendin\u021ba asta din partea Ministerului Educa\u021biei de a-\u0219i subordona Consiliul Na\u021bional al Elevilor, dar reprezentan\u021bii elevilor ar trebui s\u0103 stabileasc\u0103 ni\u0219te limite \u0219i s\u0103 \u00ee\u0219i afirme punctul de vedere cu mai mult curaj.<\/p>\n\n\n\n

Ce facem totu\u0219i c\u00e2nd apare cenzura \u00een aceast\u0103 mi\u0219care de reprezentare? C\u00e2t de bun\u0103 este o comisie de etic\u0103 \u00een acest context?<\/strong><\/p>\n\n\n\n

Orice comisie de etic\u0103 are un rol foarte, foarte clar \u00een orice organiza\u021bie. Nu este r\u0103u c\u0103 exist\u0103 o comisie de etic\u0103 \u00een structur\u0103. Problema apare dac\u0103 organismul limiteaz\u0103 sau este foarte rigid \u00een felul \u00een care se raporteaz\u0103 la p\u0103rerile elevilor.<\/p>\n\n\n\n

Din punctul meu de vedere, orice organiza\u021bie a elevilor ar trebui s\u0103 func\u021bioneze democratic. Adic\u0103 liderii organiza\u021biei ar trebui mai \u00eent\u00e2i s\u0103 colecteze p\u0103rerile tuturor membrilor. \u00cen func\u021bie de p\u0103rerile respective, ar trebui s\u0103 se formuleze pozi\u021bii, s\u0103 formuleze solicit\u0103ri pe care s\u0103 le adreseze Ministerul Educa\u021biei.<\/p>\n\n\n\n

Dac\u0103 ajungem \u00een punctul \u00een care o comisie oarecare, indiferent care o fi ea, le interzice elevilor s\u0103 vorbeasc\u0103, \u00eenseamn\u0103 c\u0103 ceva din circuitul \u0103sta democratic al organiza\u021biei nu func\u021bioneaz\u0103 cum trebuie.<\/p>\n\n\n\n

Salveaz\u0103 \u00een vreun fel demisia ministrului Daniel David e\u0219ecul sistemului?<\/strong><\/p>\n\n\n\n

Nu. Eventual d\u0103 satisfac\u021bie profesorilor nemul\u021bumi\u021bi de m\u0103surile de austeritate, dar nu rezolv\u0103 problema. O simpl\u0103 demisie nu ajut\u0103 cu nimic. Educa\u021bia a fost declarat\u0103 prioritate na\u021bional\u0103 de mai toate guvernele din ultimele trei decenii, \u00eens\u0103 ideea asta a devenit o lozinc\u0103 goal\u0103 de con\u021binut, pentru c\u0103 nu s-a tradus niciodat\u0103 \u00een politici publice serioase.<\/p>\n\n\n\n

\u021aine mai degrab\u0103 de felul \u00een care guvernare actual\u0103 \u00ee\u0219i asum\u0103 faptul c\u0103 educa\u021bia ar trebui s\u0103 fie o parte care \u021bine de domeniul siguran\u021bei na\u021bionale. Faptul c\u0103 avem nostalgii \u00een cre\u0219tere dup\u0103 regimuri totalitare, faptul c\u0103 oamenii sunt complet vulnerabili \u00een fa\u021ba teoriilor conspira\u021bii, \u00een fa\u021ba pseudo\u0219tiin\u021bei, este un indicator al faptului c\u0103 educa\u021bia este un element de siguran\u021b\u0103 na\u021bional\u0103. <\/p>\n\n\n\n

\u0218i nu, nu mai merge cu discursuri de astea populiste \u00een stilul c\u0103 ce apreciem noi educa\u021bia \u0219i ce tare ne place nou\u0103 \u0219i ce mult vrem noi s\u0103 o sus\u021binem.<\/p>\n\n\n\n

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O reform\u0103 ar trebui g\u00e2ndit\u0103 pe termen lung. Asta \u00eenseamn\u0103 c\u0103, \u00eentre partidele aflate la guvernare, ar trebui \u00eencheiat un pact \u00een care s\u0103 str\u00e2ng\u0103 cei mai buni speciali\u0219ti din Rom\u00e2nia, care s\u0103 vin\u0103 cu un set de m\u0103suri privind reforma \u0219i modernizarea cu adev\u0103rat a \u0219colii rom\u00e2ne\u0219ti. <\/p>\n<\/blockquote>\n\n\n\n

Asta \u00eenseamn\u0103 c\u0103 o dat\u0103 agreat pactul respectiv, nu mai umbl\u0103m la el patru sau m\u0103car \u0219ase-\u0219apte ani, pentru a pune \u00een practic\u0103 m\u0103surile respective. Altfel, ne trezim \u00een situa\u021bia \u00een care fiecare ministru vine cu propria viziune \u0219i este un balamuc, o confuzie total\u0103 din care nu mai \u00een\u021belege nimeni nimic.<\/p>\n\n\n\n

CITE\u0218TE \u0218I: Vagoanele dormitor ale CFR, prezentate de un site str\u0103in ca o oportunitate de turism. \u201eAm fost de la Bucure\u0219ti la Vatra Dornei. O ma\u0219in\u0103 a timpului care te duce \u00een alt\u0103 er\u0103\u201d<\/a><\/strong><\/p>\n\n\n\n

S\u0103 vorbim \u0219i despre burse. T\u0103ierea lor a ap\u0103rut inevitabil, odat\u0103 cu pachetul de m\u0103suri pentru reducerea cheltuielilor bugetare. Crede\u021bi \u00een eficien\u021ba deciziei sau o vom regreta mai t\u00e2rziu<\/strong>?<\/p>\n\n\n\n

S\u0103 \u0219ti\u021bi c\u0103 eu sunt de acord cu absolut orice form\u0103 de sus\u021binere financiar\u0103 a a elevilor, fie c\u0103 sunt pentru merite excep\u021bionale, fie c\u0103 sunt pentru reducerea inechit\u0103\u021bilor din \u00eenv\u0103\u021b\u0103m\u00e2nt. Eu n-a\u0219 fi \u00eenceput totu\u0219i m\u0103surile de auteritate chiar cu bursele elevilor.<\/strong> Erau multe, multe alte domenii de care m-a\u0219 fi putut apuca. Nu cred c\u0103 problemele economice ale Rom\u00e2niei st\u0103teau chiar \u00een bursele elevilor.<\/p>\n\n\n\n

Singura problem\u0103 pe care o am totu\u0219i, dac\u0103 vorbim despre sistemul de burse, ar fi s\u0103 nu transform\u0103m bursele \u00eentr-un sistem populist, \u00eentr-o v\u00e2n\u0103toare de note, \u00een a\u0219a fel \u00eenc\u00e2t practic elevii s\u0103 nu fac\u0103 altceva dec\u00e2t s\u0103 urm\u0103reasc\u0103 ni\u0219te note de 9 sau 9,50.<\/p>\n\n\n\n

Mai degrab\u0103 a\u0219 fi propus bursele respective celor care ob\u021bin rezultate excep\u021bionale \u00een domeniul lor de cunoa\u0219tere sau burse care ar fi \u00eencurajat elevii proveni\u021bi din medii defavorizate sau din familii, care nu le pot sus\u021bine parcursul educa\u021bional s\u0103 r\u0103m\u00e2n\u0103 la \u0219coal\u0103 \u0219i s\u0103 se poat\u0103 \u021bine de ea. Sunt foarte mul\u021bi elevi din mediul rural care nu-\u0219i permit s\u0103 mearg\u0103 la un liceu la ora\u0219.<\/p>\n\n\n\n

A\u021bi redactat o scrisoare deschis\u0103 pe care i-a\u021bi adresat-o premierului Ilie Bolojan. De ce?<\/strong><\/p>\n\n\n\n

A fost un exerci\u021biu pe care l-am f\u0103cut, \u00een primul r\u00e2nd, pentru propria mea con\u0219tiin\u021b\u0103. \u00cen momente din astea, precum demisia ministrului, \u00een care p\u0103rerile exprimate \u00een spa\u021biul public tind s\u0103 fie, cum s\u0103 zic, la temperaturi ridicate, m-am g\u00e2ndit c\u0103 poate este de ajutor \u0219i o perspectiv\u0103 u\u0219or ra\u021bional\u0103. <\/p>\n\n\n\n

Eu nu am a\u0219tept\u0103ri din partea unui ministru. <\/strong>Nu-mi imaginez c\u0103 o s\u0103 vin\u0103 cineva, un salvator mesianic, care s\u0103 schimbe \u00eenv\u0103\u021b\u0103m\u00e2ntul din temelii, pentru c\u0103 \u00eemi dau seama c\u0103 e un ministru \u0219i n-are cum s\u0103 fac\u0103 lucrul \u0103sta.<\/p>\n\n\n\n

E un proces mult, mult mai mare dec\u00e2t ar putea s\u0103 fac\u0103 un ministru, oric\u00e2t de bun ar fi el, oric\u00e2t de bine inten\u021bionat ar fi. \u00cen scrisoarea pe care am adresat-o premierului, am \u00eencercat s\u0103 structurez cumva lucrurile pe trei etape.<\/p>\n\n\n\n

Pe termen scurt, mi-a\u0219 dori totu\u0219i un ministru al educa\u021biei care s\u0103 treac\u0103 repede de perioada de adaptare. Sunt procese \u00een derulare \u00een acest moment. Din ianuarie \u00eencolo, trebuie organizat concursul de directori.<\/p>\n\n\n\n

Pe de alt\u0103 parte, m\u0103surile pe termen mediu ar \u00eensemna un pact \u00eentre partidele aflate la guvernare \u00een a\u0219a fel \u00eenc\u00e2t reforma real\u0103 a sistemului de \u00eenv\u0103\u021b\u0103m\u00e2nt s\u0103 fie f\u0103cut\u0103 pe termen lung.<\/p>\n\n\n\n

Locui\u021bi \u00een Capital\u0103? De ce a\u021bi ales acest ora\u0219?<\/strong><\/p>\n\n\n\n

E o \u00eentrebare foarte bun\u0103, iar r\u0103spunsul scurt ar fi urm\u0103torul. Era 2008, iar eu sus\u021binusem examenul de titularizare la Ia\u0219i \u0219i Neam\u021b, c\u00e2\u021biva ani la r\u00e2nd, f\u0103r\u0103 s\u0103 m\u0103 titularizez, deoarece nu erau posturi libere. M-am sup\u0103rat at\u00e2t de tare \u00eenc\u00e2t am zis c\u0103 iau harta \u0219i unde v\u0103d c\u0103 m\u0103 pot titulariza, acolo m\u0103 voi muta. Eram dispus s\u0103 plec c\u00e2t mai departe pentru a ob\u021bine un post, a\u0219a c\u0103 una dintre op\u021biuni a fost Capitala.<\/p>\n\n\n\n

Bucure\u0219tiul este un ora\u0219 mare \u0219i \u00ee\u021bi ofer\u0103 foarte multe posibilit\u0103\u021bi de a te dezvolta, de a te forma profesional, de a avea acces la tot felul de de resurse, iar \u0103sta a fost un lucru pe care l-am descoperit ulterior.<\/p>\n\n\n\n

Dac\u0103 ar fi s\u0103 schimba\u021bi ceva \u00een cartierul \u00een care locui\u021bi care ar fi primul lucru?<\/strong><\/p>\n\n\n\n

Mi-a\u0219 dori un ora\u0219 mai prietenos cu locuitorii lui. Un ora\u0219 mai prietenos cu familiile. Un ora\u0219 mai prietenos cu copiii \u0219i mai prietenos cu bicicli\u0219tii. Capitala, contrar a ceea ce spune mult\u0103 lume, este un ora\u0219 tare frumos, e un ora\u0219 ofertant. Pentru mine, ca profesor de istorie, a fost o satisfac\u021bie deosebit\u0103 s\u0103-l descop\u0103r.<\/p>\n\n\n\n

CITE\u0218TE \u0218I: Corup\u021bii Capitalei (I): Cum a ajuns Sorin Oprescu \u00een \u201econcediu\u201c prelungit \u00een Grecia<\/a><\/strong><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Marcel Bartic este profesor de istorie, fiind la catedr\u0103 de peste 20 de ani. A fost cadru didactic at\u00e2t \u00een \u0219coli de ora\u0219, c\u00e2t \u0219i la sat. Dup\u0103 aproape dou\u0103zeci de ani la catedr\u0103, Marcel Bartic a deschis o \u0219coal\u0103 privat\u0103 \u00een Capital\u0103, unde s\u0103 \u00ee\u0219i poat\u0103 \u00eemp\u0103rt\u0103\u0219i experien\u021ba didactic\u0103. \u00cen contextul \u00een care educa\u021bia […]<\/p>\n","protected":false},"author":61,"featured_media":164567,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"ngg_post_thumbnail":0,"footnotes":""},"categories":[6994,20208,3421,3238,5762],"tags":[479,7454,18483,481,25385,2344,13826],"ppma_author":[22577],"class_list":["post-164505","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-stiri-2","category-cafeneaua-bdb","category-educatie","category-interviu","category-main","tag-burse","tag-consiliul-elevilor","tag-daniel-david","tag-educatie","tag-marcel-bartic","tag-ministerul-educatiei","tag-titularizare"],"acf":[],"yoast_head":"\nCafeneaua BdB | Educa\u021bie la final de an. 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