Estudo exploratório sobre o portfólio como instrumento de avaliação

Abstract

This course conclusion research, developed at the Licenciatura em Ciências da Natureza, at the Federal University of Pampa, aimed to analyze the publications of journals in the area of Education about the use of the portfolio as a tool for evaluation of learning. Methodologically, it was delineated as a research of qualitative approach, exploratory and bibliographic character since it was used as a procedure the analysis of 15 articles, from seven journals, from which emerged six categories of analysis: theoretical conception, evaluative conception, character publications, education network, teacher training and portfolio building. The results of this analysis demonstrated that among the theoretical range (35) the most used to conceptualize portfolio is Hernandez (1998; 2000), consistent with the formative conception of evaluation. The publications, in general, are practical, are more frequent in public institutions, at the level of higher education, in the face-to-face modality and predominantly in the area of Human Sciences, which shows that the portfolio is gaining space as a way of evaluating the learning. There are three perspectives for the construction of portfolios: directed, free or mixed, and the accompaniments include monitoring and guidance. Regarding teacher training, it was evidenced that the use of this instrument triggers processes of self-assessment, autonomy and reflection on pedagogical action. It was concluded that there is a need to broaden the use of this type of evaluation in the Brazilian educational context, favoring the reformulation and reflection on a series of traditional paradigms that have been repeated, both in teaching and learning practices and in evaluation.