{"id":7498,"date":"2026-04-26T12:48:10","date_gmt":"2026-04-26T10:48:10","guid":{"rendered":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/?p=7498"},"modified":"2026-04-26T12:48:11","modified_gmt":"2026-04-26T10:48:11","slug":"vides-silenciades-memoria-oral-per-comprendre-el-franquisme-a-laula","status":"publish","type":"post","link":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/general\/vides-silenciades-memoria-oral-per-comprendre-el-franquisme-a-laula\/","title":{"rendered":"\u201cVides silenciades\u201d: mem\u00f2ria oral per comprendre el franquisme a l\u2019aula"},"content":{"rendered":"\n<p>Laura Aparisi, estudiant de m\u00e0ster a la Universitat de Lleida ha desenvolupat el&nbsp;<strong>projecte educatiu<\/strong>&nbsp;<em><u>\u201cVides silenciades\u201d<\/u><\/em>, una proposta did\u00e0ctica centrada en la recuperaci\u00f3 de la mem\u00f2ria hist\u00f2rica a trav\u00e9s de fonts orals. Aquest treball s\u2019ha implementat amb alumnat de 4t d\u2019ESO i ha estat tutorizat per David Garcia, professor de Ci\u00e8ncies Socials.<\/p>\n\n\n\n<p>L\u2019objectiu principal del projecte ha estat apropar els estudiants al per\u00edode franquista de postguerra des d\u2019una&nbsp;<em>perspectiva vivencial i cr\u00edtica<\/em>, donant veu a testimonis directes que van viure aquella \u00e8poca. Mitjan\u00e7ant entrevistes i relats personals, l\u2019alumnat ha pogut con\u00e8ixer experi\u00e8ncies reals que sovint han quedat silenciades en els relats hist\u00f2rics m\u00e9s tradicionals.<\/p>\n\n\n\n<p>El projecte s\u2019ha estructurat al voltant de les principals etapes del r\u00e8gim franquista, aprofundint en les seves caracter\u00edstiques socials, pol\u00edtiques i econ\u00f2miques:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Domini falangista i suport al feixisme (1939-1945)<\/strong><br>Aquesta primera etapa es caracteritza per la consolidaci\u00f3 del r\u00e8gim despr\u00e9s de la Guerra Civil, amb una forta influ\u00e8ncia de la Falange i una clara alineaci\u00f3 ideol\u00f2gica amb els r\u00e8gims feixistes europeus. Les fonts orals han perm\u00e8s entendre les dures condicions de vida, la repressi\u00f3 i la por que marcaven el dia a dia.<\/li>\n\n\n\n<li><strong>Hegemonia nacionalcat\u00f2lica i aproximaci\u00f3 als EUA (1945-1957)<\/strong><br>Despr\u00e9s de la Segona Guerra Mundial, el r\u00e8gim es va adaptar al nou context internacional, refor\u00e7ant el paper de l\u2019Esgl\u00e9sia i iniciant una progressiva obertura cap als Estats Units. Els testimonis han destacat el control social i moral exercit durant aquest per\u00edode.<\/li>\n\n\n\n<li><strong>Hegemonia tecn\u00f2crata i desenvolupisme econ\u00f2mic (1957-1969)<\/strong><br>Aquesta etapa es defineix per l\u2019entrada de tecn\u00f2crates al govern i l\u2019impuls d\u2019un creixement econ\u00f2mic notable. A trav\u00e9s de les entrevistes, l\u2019alumnat ha pogut identificar els canvis en les condicions de vida, aix\u00ed com les desigualtats persistents.<\/li>\n\n\n\n<li><strong>Crisi i declivi del r\u00e8gim (1969-1975)<\/strong><br>Els darrers anys del franquisme mostren un r\u00e8gim en crisi, amb una creixent oposici\u00f3 social i pol\u00edtica. Les fonts orals han reflectit l\u2019aparici\u00f3 de moviments de resist\u00e8ncia i les expectatives de canvi.<\/li>\n<\/ol>\n\n\n\n<p>\u201c<em>Vides silenciades<\/em>\u201d no nom\u00e9s ha contribu\u00eft a ampliar els coneixements hist\u00f2rics de l\u2019alumnat, sin\u00f3 que tamb\u00e9 ha fomentat compet\u00e8ncies com el pensament cr\u00edtic, l\u2019empatia i la capacitat d\u2019an\u00e0lisi. El projecte posa en valor la import\u00e0ncia de la&nbsp;<em>mem\u00f2ria oral<\/em>&nbsp;com a eina educativa i com a via per construir una visi\u00f3 m\u00e9s completa i humana del passat.<\/p>\n\n\n\n<p>Aquesta iniciativa per part de Laura Aparisi exemplifica com la innovaci\u00f3 pedag\u00f2gica pot transformar l\u2019ensenyament de la hist\u00f2ria, convertint-lo en una experi\u00e8ncia significativa i connectada amb la realitat.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-content\/uploads\/usu1660\/2026\/04\/PROJECTE-4T-D\u00b4ESO.jpg\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"558\" src=\"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-content\/uploads\/usu1660\/2026\/04\/PROJECTE-4T-D\u00b4ESO-1024x558.jpg\" alt=\"\" class=\"wp-image-7499\" srcset=\"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-content\/uploads\/usu1660\/2026\/04\/PROJECTE-4T-D\u00b4ESO-1024x558.jpg 1024w, https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-content\/uploads\/usu1660\/2026\/04\/PROJECTE-4T-D\u00b4ESO-300x164.jpg 300w, https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-content\/uploads\/usu1660\/2026\/04\/PROJECTE-4T-D\u00b4ESO-768x419.jpg 768w, https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-content\/uploads\/usu1660\/2026\/04\/PROJECTE-4T-D\u00b4ESO-1536x838.jpg 1536w, https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-content\/uploads\/usu1660\/2026\/04\/PROJECTE-4T-D\u00b4ESO.jpg 1599w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>Laura Aparisi, estudiant de m\u00e0ster a la Universitat de Lleida ha desenvolupat el&nbsp;projecte educatiu&nbsp;\u201cVides silenciades\u201d, una proposta did\u00e0ctica centrada en la recuperaci\u00f3 de la mem\u00f2ria hist\u00f2rica a trav\u00e9s de fonts orals. Aquest treball s\u2019ha implementat amb alumnat de 4t d\u2019ESO i ha estat tutorizat per&hellip;  <a href=\"https:\/\/agora.xtec.cat\/iesfrancescmacia\/general\/vides-silenciades-memoria-oral-per-comprendre-el-franquisme-a-laula\/\" title=\"Read \u201cVides silenciades\u201d: mem\u00f2ria oral per comprendre el franquisme a l\u2019aula\">Llegeix m\u00e9s\u00bb<\/a><\/p>\n","protected":false},"author":12,"featured_media":7499,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[8,103,104,191,3,4,5,6,7,1,29,146,145],"tags":[],"class_list":["post-7498","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-batxillerat","category-batx-1","category-batx-2","category-biblioteca","category-eso","category-eso-1","category-eso-2","category-eso-3","category-eso-4","category-general","category-portada","category-projectes","category-sortides"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/posts\/7498","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/comments?post=7498"}],"version-history":[{"count":1,"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/posts\/7498\/revisions"}],"predecessor-version":[{"id":7500,"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/posts\/7498\/revisions\/7500"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/media\/7499"}],"wp:attachment":[{"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/media?parent=7498"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/categories?post=7498"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/agora.xtec.cat\/iesfrancescmacia\/wp-json\/wp\/v2\/tags?post=7498"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}