<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000200750</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.065.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Para quem os professores planejam suas aulas? Um estudo de caso luso-brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[For whom do teachers plan their classes? A Portuguese-Brazilian case study]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Para quién planean los maestros sus clases? Un estudio de caso portugués-brasileño]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[João Rodrigo Santos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sano]]></surname>
<given-names><![CDATA[Paulo Takeo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>65</numero>
<fpage>750</fpage>
<lpage>774</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000200750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000200750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000200750&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O planejamento é uma ação pedagógica na qual o professor organiza a sua prática educativa. O planejamento é um processo de racionalização, organização e coordenação da ação docente. Deste modo, plano é uma espécie de teorização, um instrumento de reflexão sobre a sua prática docente. Mas será que os docentes concordam com as definições teóricas do papel da planificação? Assim, é preciso conhecer a concepção dos professores sobre o planejamento no ensino. O objetivo desta pesquisa foi verificar o que os professores consideram ao planejar suas ações; e se, nesta ação, consideram o perfil profissional dos estudantes, professores e/ou biólogos. Esta pesquisa tem um caráter qualitativo e adotou a entrevista como método de coleta de dados e a teoria fundamentada nos dados como método de análise. Foram entrevistados quinze professores de Botânica advindos de quatro universidades, sendo três brasileiras e uma portuguesa. Como resultado desta pesquisa, todos os professores consideram os conteúdos abordados nas aulas como fator principal na organização e no planejamento. Em relação ao perfil dos estudantes, metade dos docentes considera que todos devem saber o conteúdo específico, independentemente de onde irão atuar. Conclui-se que a não preocupação com o professor em formação pode interferir na ação desses sujeitos e em sua correlação entre o conhecimento científico e a práxis pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Planning is a pedagogical action in which the teacher organizes his educational practice. Planning is a process of rationalization, organization and coordination of teaching practice. In this way, plan is a kind of theorization, an reflection instrument on your teaching practice. But do the teachers agree with the theoretical definitions of the planning role? Thus, it is necessary to know the teacher&#8217;s conception about planning in teaching. The aim of this research was to verify what teachers consider when planning their actions; and if they consider the professional - teachers and/or biologist - during planning. This research has a qualitative character and adopted the interview as a data collection method and the grounded theory on data as an analysis method. We interviewed fifteen Botany professors from four universities, three from Brazil and one from Portugal. As a result of this research, all professors consider the content approached in class as the main factor in organization and planning. Regarding the profile of the students, half of the professors consider that everyone should know the specific content, regardless of where they will act. It is concluded that the non-concern with the teacher training can interfere in the action of these subjects and in its correlation between scientific knowledge and pedagogical praxis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La planificación es una acción pedagógica en la que el profesor organiza su práctica educativa. La planificación es un proceso de racionalización, organización y coordinación de la acción docente. De esta manera, el plan es una especie de teorización, un instrumento de reflexión sobre su práctica docente. ¿Pero los maestros están de acuerdo con las definiciones teóricas del rol de planificación? Por lo tanto, es necesario conocer la concepción de los docentes sobre la planificación en la enseñanza. El objetivo de esta investigación fue verificar lo que los maestros consideran al planificar sus acciones; y si, en esta acción, consideran el perfil profesional de los estudiantes, maestros y / o biólogos. Esta investigación tiene un carácter cualitativo y adoptó la entrevista como método de recolección de datos y la teoría basada en datos como método de análisis. Quince profesores de Botánica de cuatro universidades fueron entrevistados, tres brasileños y uno portugués. Como resultado de esta investigación, todos los maestros consideran el contenido cubierto en clase como un factor principal en la organización y planificación. Con respecto al perfil de los alumnos, la mitad de los docentes cree que todos deberían conocer el contenido específico, independientemente de dónde trabajen. Se concluye que la falta de preocupación con el maestro en la formación puede interferir en la acción de estas materias y en su correlación entre el conocimiento científico y la praxis pedagógica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Botânica]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Botany teaching]]></kwd>
<kwd lng="en"><![CDATA[Planning]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Botánica]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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