Tra implicito ed esplicito. Per un’idea di differenziazione didattica nella percezione dei docenti della scuola primaria

[Autom. eng. transl.] The well-known logic of "one size fits all" clearly collides with the current scenarios marked by complexity and the presence, within the same class, of extremely different needs, which require targeted ways of thinking and lines of action, also with the aim of preventing possible forms of educational poverty and school dropout, in its explicit and implicit forms. For some decades now, national and international literature, starting from the initial theorization promoted by Tomlinson in the nineties of the last century, has offered an in-depth reflection on a methodological proposal that is becoming increasingly important among the practices in use in schools of all levels. However, an aspect that has not yet been fully analyzed seems to be that linked to the representations developed by many teachers regarding their daily teaching action. To respond to this need, the contribution aims to investigate the experiences, perceptions, and experiences of primary school teachers and related to the practical implementation of strategies based on a logic of differentiation. Knowing the starting data also related to the images and thoughts of the teachers is in fact a necessary action to be able to structure a quality and “tailor-made” training path for each student.