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Even today, in the XXI century, the danger of “academic verbiage” is still present in university. The Educational Innovation Group «Shaking Lives», formed by teachers who belong to Department of Education of the UJI, proposes actions to overcome such verbiage. Focused in this goal it designs, conducts and evaluates an innovative project that takes advantage of personal and social experience of various actors of the educational system. Through the report of practical experiences and the subsequent dialogue it aims to achieve a more direct, practical, intuitive and with a greater burden of affection, of what constitutes today the task of teaching in public schools. The project assumes that only developing an approach based on interdisciplinary reflection, horizontality, cooperative work and confidence in the students' responsibility regarding their own initial training, we can get their awareness of the transformative task expected today in progressive education. The paper describes the background and conceptual foundations of the project, its different stages of development, results achieved and the implications socioeducational posed. RESUMEN Todavia hoy, en el siglo XXI, el peligro del “verbalismo academicista” sigue latiendo en la formacion universitaria. El Grupo de Innovacion Educativa «Agitando Vidas», formado por profesorado del Area de Teoria e Historia de la Educacion del Departamento de Educacion de la UJI, propone acciones para superar dicho verbalismo. Para ello disena, lleva a cabo y evalua un proyecto de innovacion que permite aprovechar la experiencia personal y social de diversos agentes del sistema educativo. Mediante el relato de las experiencias y el posterior dialogo se persigue alcanzar un conocimiento mas directo, practico, intuitivo y con una mayor carga de afectividad, de lo que constituye la intervencion docente en la escuela publica actual. El proyecto asume que solo un enfoque basado en la reflexion interdisciplinar, la horizontalidad, el trabajo cooperativo y la confianza en la responsabilidad del alumnado respecto a su propia formacion inicial, puede conseguir su concienciacion respecto a la tarea transformadora que se espera hoy de una educacion progresista. La ponencia describe los antecedentes y fundamentos conceptuales del proyecto, sus diferentes fases de desarrollo, los resultados conseguidos y las implicaciones socioeducativas que plantea.

“L’Escola Oberta”: la tribu educa a quien quiere ser docente