其他摘要：The essay proposes an approach to the pedagogical formation of educators that gives priority to people’s experience, which is the starting point to reach the formal knowledge. Traditional pedagogical training is used with paths going from theory to practice, making the frontal lessons preparatory to the laboratory activities. It’s about to turn the two formative moments upside down, giving priority to the personal knowledge that one is able to build, starting from the action and from the explicitation of the implicit and dispositional knowledge and then comparing what was built with the theoretical proposals of the professor. In this context, metacognitive tools become relevants. Writing, in particular, allows the construction of a theory based on personal experience and, in a second moment, the comparison with formalized knowledge. At the end, a writing grid is proposed, based on the literature about meta-cognition in the laboratory of epistemology and educational practices of the University of Naples Federico II, through which new laboratory paths have been evaluated and validated aimed to an "upside down" formation.
