Degrees are higher education courses that enable graduates to work as teachers. This
qualification process must be formative for the essential learning that is provided for in the
BNC - Initial Teacher Training, established by the Ministry of Education and Culture - MEC
through Resolution CNE/CP 2/2019. Essential learning in initial teacher training should be
considered in specific skills, organized into three dimensions: professional knowledge;
professional practice; and professional engagement. Given these dimensions, “professional
practice” is fundamental for initial teacher training, particularly the specific competence of “planning teaching actions that result in effective learning”. In view of this, this research
work had the general objective of elaborating a didactic material that allows undergraduate
students to autonomously build teaching planning, subsidized by reverse planning, resulting
in an educational product entitled Teaching and Classroom Planning: Do What your! This is
a qualitative research, which used action-research as a strategy for its development, and had
as participants students of Degree in Portuguese Language Arts from different public and
private universities. The evaluation of the product carried out by these students considered
the following dimensions: Newness of the Product; Resolution that the Product may Allow;
Elaboration and Synthesis. As for the Newness of the Product dimension, in which the
Originality criterion was evaluated, the students point out that the product is unusual in the
universe of known didactic resources.In the dimension Resolution that the product can allow, the students considered that the product is Appropriate for the initial training of teachers, undergraduate students, as well as it is Appropriate for the development of the dimensions of
the Common National Base for Initial Teacher Training - BNC Training . In the Elaboration
and Synthesis dimension and its expressive and integrative criteria, the students considered
that the sections that make up the product integrate different support materials that help in
autonomous learning. In terms of the corrections suggested in the product, the workload
foreseen for the fulfillment of the proposed activities was modified, according to the
students' feedback. In short, the results point out that the educational product has the
possibility of qualifying undergraduate students for the autonomous elaboration of teaching
planning.
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