This article focuses on the analysis of the process of building knowledge about business planning of the student entrepreneurs of extension course XIV Marathon Entrepreneurship UFRGS, from his experiences in two adapted pedagogical architectures used in the course: (i) Debate Theses and (ii) Challenge-Problem: entrepreneur to entrepreneur. It is a qualitative research, with theoretical basis in Piagetian assumptions of awareness and do and understand. The survey was conducted with ten subjects and data were collected from the survey of the records of students in pedagogical architectures Debate Theses and Challenge-Problem, online questionnaire and final interview. For the data analysis were defined two categories, with four each levels, involving the conceptual understanding of business planning from the use of pedagogical architectures. The study results showed that the subjects built knowledge about business planning, reaching a contextualized understanding of the topic and, in some cases, an early understanding, providing opportunities to display future actions for the implementation of business ideas. In the process of building knowledge, pedagogical architectures served as a support for knowledge were rebuilt during the entire trajectory of the subjects in the course, until they reach a reputable know-how