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This article presents the results of a qualitative research, with features of action research, carried out with a group of Math teachers who take part in the outreach project “Training Cycles in Teaching Math”, developed at Federal University of the South-Frontier, campus of Cerro Largo/RS. It aims to identify in the teachers’ journals the elements that express their experiences during the planning process of a Modeling activity in Education. Empirical data were provided through the journals of three Math teachers in which they share their thoughts about pedagogical practices based on the principles of Modeling in Education. For the analysis of the material, it was followed the Discursive Textual Analysis procedures. It was identified the emergence of three categories in teachers’ journals - the relevance of continuing education meetings, ill-being indicators and reflections on the process of Modeling in Education and its implementation on classroom.

PLANEJAMENTO DE UMA ATIVIDADE DE MODELAGEM NA EDUCAÇÃO: O QUE FIGURA NA ESCRITA DO DIÁRIO DO PROFESSOR?