Mar Hurtado (Vic, 1969) has just been elected president of the Associació de Mestres Rosa Sensat, an entity that wants to be a representative voice of teachers and influential in the country’s educational policies. Hurtado wants to record that, even if she shows her face, this is a team effort.
How do you explain what has happened in the Catalan educational system in recent years?
Teachers have seen their work reconsidered in the face of profound changes (curriculum, schedules… etc.), just after having overcome a pandemic. There were decisions of the Department of Education that were not well managed and the unions rose up against them. Then, teachers did not find a voice that represented us in terms of the profession.
You want to fill that space.
Yes, that’s what we aspire to. Labor demands are well represented by the unions, but they should not enter into issues of curricula or methodologies. It’s not up to them. That is up to us or, failing that, to an official teachers’ college, which we don’t have.
What goals do you have at this stage?
For now, clean up the deficit of 100,000 euros, which we are already working on. At the same time, reviewing the ideological objectives, we are committed to a Catalan public school. And ask ourselves what public and political role we have. And how we can support teachers to transform and renew (not innovate) the education system as we move forward.
Do you think they will get along with the new minister?
The new councilor comes with an attitude of listening and approaching the classroom teacher. At the moment she has stopped machines and is meeting with the community. It is a good signal.
Resumes. Are they unfolding well?
Competence curricula are not unknown in Catalonia. We already know what we are talking about. We had the Escola Nova 21 revolution that became the Xarxes pel Canvi. Cambray was brave and touched up the resumes.
Why have educational outcomes worsened?
It’s not the new curriculum’s fault. There are those who would like to associate these ideas. The problem in education is that debates become polarized. I say this so as not to pay the war that these changes do not work. To your question, there is no single factor that explains it. Quality training has been lost, for example. They cannot be given online. Summer schools serve not only for didactic issues but also for teachers to meet, share and discuss pedagogical reflections. And this cannot be replaced with distance studies. Add to this the use or abuse of screens, inside and outside the classroom, the family accompaniment of children. Is there family reconciliation? Can you read in a relaxed way with your children? And others, like the students. It is a complex issue that goes beyond the scope of the school.
What do teachers ask of the Administration?
A courageous policy that, in the face of significant changes, bets heavily and provides a better budget that relieves teachers, with more resources. This would make teachers feel recognized for doing what they are asked to do. Good intentions no longer work. In addition, schools with more difficulties need more resources. If I close my eyes and imagine the school of the future, I think of more teachers serving small groups of students, developing inclusive and individualized learning.
And what about reading comprehension? What is there to do?
School libraries are essential. They are spaces that were lost due to the need to have classrooms in the covid and have not been recovered. The librarian thought about how knowledge could reach the classroom, linking it with what the teacher was giving.
How are they going to prepare the course if the teachers enter on the 1st and the children on the 6th, counting that there will be new teachers due to the oppositions?
The preparation of the course is not being taken care of. Teachers need time to meet, get to know each other, talk about the project and organize schedules. The competency curriculum requires a lot of coordination. We cannot arrive the day before because when the course starts everything is hectic, the meetings rush… It’s not right.
Unions and the Ministry have agreed that for two years teachers will not go to work in schools in July. Does society understand?
No, and I understand that you don’t. Julio should work. It is a month to reflect, to train, to participate in a pedagogical debate or to work in depth on the project of the center. Or prepare the course. But, after this pact, how do the management teams ask the teachers, who are their colleagues, to go in July? If they don’t want to come into conflict with the teachers, then they don’t get along at school. These decisions are the responsibility of the department, not the management.
Would you reevaluate school times for the benefit of children?
Of course. But we dare not even debate it. The week between quarters, the intensive day… Behind it is the problem of family reconciliation. This is a government challenge.
Vocations are missing. How can young people be convinced of the attractiveness of this profession?
Let’s differentiate vocation and professionalism. Without vocation you can be a great professional, know the place you occupy and address the needs. And you can have a great vocation but not understand the curriculum, your role in the center or the project. I, of course, want professionals, and if they also have a vocation, then better.
Can you help improve the use of Catalan in schools?
We defend the Catalan school model. And in a practical way we have a program of “friendly schools” to which we offer diverse training in the center and we will also help them promote this issue.
The quality Catalan public school. And the concerted ones?
The teachers are in the schools and we want to reach everyone. We want everyone to benefit, but we would like no school to segregate, have privileges, or ask for fees.