Thus, the clash between the logic of planning and logic of the events of the classroom emerges, which is not satisfactorily solved. This is because he does not synchronize his work to the classroom time but to the planning time which is clear, distinct, sequential, episodic, and removed from reality.
Se evidencia, así, el choque entre la lógica de la planificación y la lógica del acontecer del aula, la que no es resuelta satisfactoriamente porque no se sincroniza al tiempo del aula sino al tiempo de la planificación –claro, distinto, secuencial, episódico– que no responde a la realidad.