Planning in teachers’ practice

between training and lived experiences

Abstract

This essay presents a debate about the planning and its importance to the teaching practice. We begin assuming that it is by the reflective capacity that human beings develop and improve their understanding about the reality, allowing, in the act of the planning, to establish the connections between the thinking and the acting; theory and practice; knowledge and intervention in social practice. To do so, the discussion points out that
teacher reflection in and about its pedagogical action allows the construction, reconstruction and expansion of its objectives and its possibilities of working with students in the classroom. For this reason, we argue that planning requires participation and we assume that the social actors involved must be aware and, based on this
understanding, articulate ideas to transform the reality in which they are inserted.