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In the course of Mathematics Teaching in the Federal University of Ouro Preto, present modality, students of the 4th semester attend a course entitled High School Practice I. This experience report aims to describe the construction process and the development of the planning of the referred one and to analyze contributions of this discipline to both the teacher and the undergraduate. The empirical material analyzed was produced by the teacher during the course development. The organization and analysis of this material is based theoretically and methodologically on the Cultural-Historical Activity Theory. We analyzed a situation that occurred during the development of the High School Practice I discipline, which illustrates how the relationship between planning and everyday challenges can contribute to the start of expansive minicycles in the activity. Among the results characterized in this report, it is highlighted that evidence of expansive processes was identified in the activity of the professor of the discipline and in the activity of one of the undergraduate students. It is also highlighted that it was possible to identify reverberations of the classes in the written productions of the mentioned students.

Experiências no Planejamento da Disciplina Prática do Ensino Médio I