A understanding itinerary about the portfolio: dialogue between education teachers

• Autor(a) principal: Calixto, Vivian dos Santos
• Data de Publicação: 2023
• Outros Autores: Oliveira, Adriana Marques de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/14686
• topic: Educação - Formação de Professores; Portfólio; Percurso compreensivo; Formação de professores de Química; Portfolio; Comprehensive course; Chemistry teacher education

The incorporation of Portfolio as an evaluative tool has proven to be a potentially formative possibility in education teachers practices. Given this scenario, this work was developed by the education teachers, the authors of this text, based on their experiences with Portfolios in the context of the Chemistry Undergraduate course at the Federal University of Grande Dourados (UFGD). Through this writing exercise, we intended to build some understandings that structured our comprehensive journey from the concepts of experience: the principle of continuous training; the articulation between theory and practice anchored in the perspective of praxis; the epistemic function of writing and the inseparability between teaching practice and research on and in it. Our investigation assumed a qualitative character and was anchored in the assumptions of authors, such as Ludke and André (2015) and Moraes and Galiazzi (2016). The empirical material consisted of the experience reports of these teacher educators about their experiences over almost a decade of working with the Portfolio. Their analysis was carried out according to the theoretical/methodological assumptions of Textual Discourse Analysis (TDA), developed by Moraes and Galiazzi (2016). We conclude this comprehensive writing movement by arguing that the Portfolio has been configured as a very powerful formative tool, developing different teaching knowledge through reflection and problematization of writing. Furthermore, we understand the relevance of deepening debates about other formative possibilities in undergraduate courses, especially those in the Exact Sciences, which are mostly permeated by objectivist evaluations. We announce that the work with the Portfolio can glimpse new horizons committed to learning and teaching in the training of Chemistry teachers.