|ARTICLE FILE 001/2004
THE TEACHER'S HONOR
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.
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.
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.
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
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.
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
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!
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
Distinguished "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, Distinguished "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.
I appreciate that the publication of this article
has been possible thanks to the
David Ribera Nebot,
(**) 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.
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.