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In this article we discuss the importance of mother tongue teaching (FRANCHI, 1987, GERALDI, 1997, BEZERRA; REINALDO, 2019) with a focus on teaching planning (VASCONCELOS, 2002, LUCKESI, 2011, LIBÂNEO, 2013; MENEGOLLA E SANT'ANNA, 2014).  In this context, the guiding question of the research is: What do students in supervised internship understand by planning?  In order to answer this question, the general objective of this article is to analyze how trainees in Literature - Portuguese Language at a public institution, plan language teaching.  For collecting and creating of data semi-structured interviews were carried out with three students of the 'Letras'- Portuguese Language course enrolled in the Supervised Internship curricular components; then, the collecting of the teaching plans elaborated by them was carried out;  finally, the collection of individual supervised internship reports was made.  The results show that even though they are part of the same institution, attending the same periods and curricular components, employees have a different view on the relevance of planning as a praxiological writing document.  It is also possible to realize that at certain times the saying stated in the interview is not consistent with what is recorded in the documents (reports and plans).  In addition, the data reveal the students' tendency to dissociate writing from linguistic analysis, and to bring the axes closer together: reading and linguistic analysis.

ENSINO DE LÍNGUA PORTUGUESA NA EDUCAÇÃO BÁSICA: A IMPORTÂNCIA DO PLANEJAMENTO NO ESTÁGIO SUPERVISIONADO