{"id":9578,"date":"2024-01-18T13:21:34","date_gmt":"2024-01-18T12:21:34","guid":{"rendered":"https:\/\/projectes.xtec.cat\/convivenciapositiva\/?page_id=9578"},"modified":"2024-09-30T09:34:21","modified_gmt":"2024-09-30T07:34:21","slug":"3-4-canals-de-comunicacio","status":"publish","type":"page","link":"https:\/\/projectes.xtec.cat\/conv2\/curs-1-prevencio-de-lassetjament-escolar-sensibilitzacio-i-observacio-conscient\/modul-3-lobservacio-conscient-estrategia-de-prevencio-de-lassetjament-escolar\/3-4-canals-de-comunicacio\/","title":{"rendered":"3.4 Canals de comunicaci\u00f3"},"content":{"rendered":"\n
L\u2019observaci\u00f3 dels canals o vies de comunicaci\u00f3 est\u00e0 enfocada a valorar si aquests estan funcionant i s\u00f3n \u00fatils. Hem de tenir en compte que les comunicacions han de contemplar la recollida d\u2019informaci\u00f3 o den\u00fancies per part de l\u2019alumnat, el professorat o qualsevol membre de la comunitat educativa. \u00c9s convenient analitzar-los mitjan\u00e7ant indicadors mesurables que avalu\u00efn la seva efectivitat. Alguns exemples s\u00f3n: les entrevistes, les tutories, les b\u00fasties de grup, els correus electr\u00f2nics espec\u00edfics de den\u00fancia, les reunions\u2026<\/pre>\n\n\n\n
\"\"<\/a><\/figure>\n\n\n\n
Aix\u00ed mateix, \u00e9s recomanable que els centres facilitin canals de comunicaci\u00f3 interns (adre\u00e7a electr\u00f2nica, qui \u00e9s la persona coordinadora de coeducaci\u00f3, conviv\u00e8ncia i benestar de l\u2019alumnat, etc.), perqu\u00e8 qualsevol membre de la comunitat educativa pugui fer arribar a les direccions dels centres possibles situacions d\u2019assetjament escolar o altres tipus de viol\u00e8ncies.<\/pre>\n\n\n\n
En aquest sentit, cal observar i valorar peri\u00f2dicament el seu funcionament, si s\u00f3n \u00fatils o si, per contra, \u00e9s necessari redirigir els canals ja oberts o obrir-ne de nous. Per facilitar la comunicaci\u00f3 de situacions de risc o situacions d\u2019alerta per part de l\u2019alumnat s\u2019ha de treballar des de l\u2019empoderament de l\u2019infant o jove, responsabilitzant-lo del seu propi benestar i el del grup.<\/pre>\n\n\n\n
\"\"<\/figure>
\n
El Departament d\u2019Educaci\u00f3 disposa d'una Unitat de Suport a la Conviv\u00e8ncia Escolar<\/a> (USCE<\/strong>), a on qualsevol membre de la comunitat educativa pot adre\u00e7ar-se i que ofereix assessorament telef\u00f2nic i tamb\u00e9 presencial en el cas que els serveis territorials ho considerin necessari, per atendre casos particularment complexos.<\/pre>\n<\/div><\/div>\n\n\n\n
<\/div>\n\n\n\n
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El Departament d\u2019Educaci\u00f3, tamb\u00e9 disposa la UsApps<\/strong> com un canal de comunicaci\u00f3 per a tota la comunitat educativa per tal de comunicar qualsevol situaci\u00f3 de viol\u00e8ncia i contactar amb la Unitat de Suport a l\u2019Alumnat en Situaci\u00f3 de Viol\u00e8ncia<\/a> (USAV).<\/pre>\n<\/div><\/div>\n\n\n\n
<\/div>\n\n\n\n
3.4.1 Proposta de din\u00e0mica d’aula<\/em><\/strong><\/h2>\n\n\n\n
B\u00fastia an\u00f2nima o confidencial de grup<\/strong><\/pre>\n\n\n\n
A difer\u00e8ncia de les b\u00fasties de suggeriments o den\u00fancies que sovint trobem als passadissos dels centres educatius, les b\u00fasties d\u2019aula o de grup, ben dinamitzades, garanteixen la confidencialitat i l\u2019anonimat.<\/pre>\n\n\n\n
Les b\u00fasties d\u2019aula o de grup<\/strong> s\u00f3n un bon recurs per con\u00e8ixer el nostre alumnat. Podem dinamitzar-les setmanalment i aprofitar-les per a treballar temes de tutoria. Es recomana que no siguin espec\u00edfiques per temes de bullying, sin\u00f3, en general per temes de conviv\u00e8ncia o necessitats del grup, per\u00f2 explicitant que l\u2019alumnat s\u2019ha de sentir lliure per escriure all\u00f2 que necessiti comunicar.<\/pre>\n\n\n\n
\u00c9s una eina que ben acompanyada, ajuda a detectar no sols viol\u00e8ncies, sin\u00f3 tamb\u00e9 situacions de risc com trastorns de la conducta aliment\u00e0ria (TCA) o consums, entre altres.<\/pre>\n\n\n\n
Per dinamitzar l\u2019eina<\/strong> es recomana que:<\/pre>\n\n\n\n
S'utilitzi setmanalment\u00a0en el marc de la tutoria i, tamb\u00e9, normalitzar-la com a forma de recollida de comentaris, per exemple, en exercicis de les especialitats.

Tot i que poden ser obertes, per promoure\u2019n l\u2019\u00fas, es recomana oferir la possibilitat de deixar missatges confidencials (amb nom) o an\u00f2nims. L\u2019an\u00e0lisi del concepte\u00a0\u201canonimat\u201d\u00a0pot ser una bona excusa per treballar l\u2019anonimat dins algunes APPs de comunicaci\u00f3 de risc que utilitzen comunicaci\u00f3 an\u00f2nima com Confide, ASK fm, This crush, Whisper, Secret, Jodel, MeowChat, Tellonym, After School, etc.

Per garantir la confidencialitat es recomana que l\u2019\u00fanica persona que pot obrir la b\u00fastia sigui el professorat i que en faci una\u00a0lectura pr\u00e8via\u00a0abans de compartir el contingut.

Els\u00a0formats de la b\u00fastia\u00a0poden ser molt diversos. Una recomanaci\u00f3 \u00e9s aprofitar per fer la creaci\u00f3 des de la creativitat del grup, que sigui una de les activitats del primer trimestre en el marc del pla d\u2019acci\u00f3 tutorial, aix\u00f2 fa que, des de l\u2019aprenentatge significatiu, la b\u00fastia sigui una proposta sentida com a pr\u00f2pia del grup.<\/pre>\n\n\n\n
    <\/ul>\n\n\n\n
    3.4.2 Banc de recursos<\/em><\/strong><\/h2>\n\n\n\n
    Format presencial<\/strong>: Trobada individual o grupal: tutoria, conversa informal, entrevista, reuni\u00f3\u2026
    Format no presencial<\/strong>: b\u00fastia an\u00f2nima o confidencial, trucada, correu electr\u00f2nic, llibreta de seguiment\u2026<\/pre>\n","protected":false},"excerpt":{"rendered":"
    L\u2019observaci\u00f3 dels canals o vies de comunicaci\u00f3 est\u00e0 enfocada a valorar si aquests estan funcionant i s\u00f3n \u00fatils. Hem de tenir en compte que les comunicacions han de contemplar la recollida d\u2019informaci\u00f3 o den\u00fancies per part de l\u2019alumnat, el professorat o qualsevol membre de la comunitat educativa. \u00c9s convenient analitzar-los mitjan\u00e7ant indicadors mesurables que avalu\u00efn la seva efectivitat. Alguns […]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":9569,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-9578","page","type-page","status-publish","hentry"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/pages\/9578","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/comments?post=9578"}],"version-history":[{"count":6,"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/pages\/9578\/revisions"}],"predecessor-version":[{"id":12382,"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/pages\/9578\/revisions\/12382"}],"up":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/pages\/9569"}],"wp:attachment":[{"href":"https:\/\/projectes.xtec.cat\/conv2\/wp-json\/wp\/v2\/media?parent=9578"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}