ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?

Detalhes bibliográficos
Autor(a) principal: Ferrarini, Rosilei
Data de Publicação: 2021
Outros Autores: Behrens, Marilda Aparecida, Torres, Patrícia Lupion
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2039
Resumo: This qualitative research consisted of an integrative systematic review of Brazil's scientific production, considering peer-reviewed articles in the educational field. It sought to answer the problem: what is the relationship between active methodologies and the use of portfolios as an assessment procedure? The objective was to investigate the necessary relationship between theory and practice from a complex view in education. The data were collected from the Capes, Scielo, and Redalyc platforms. With 115 initial articles, after treatment with inclusion and exclusion criteria, 25 publications were obtained for final analysis. It was found that active methodologies and portfolios are primarily applied in health education in undergraduate courses. Three central relations were identified: legal, educational, and pedagogical relations. They ally problematization methodologies to the use of portfolios and, in addition to assessment, they confer on the portfolio itself the status of teaching, learning, and assessment method and the attribute of reflection. As an innovative vision of pedagogical practice, they are based on the conception of education of the complexity paradigm (MORIN, 2001; 2007) allied to transformative education (FREIRE, 1992; 1996).
id SCI-1_59ff904b5aee08f68c319fe666f7d309
oai_identifier_str oai:ops.preprints.scielo.org:preprint/2039
network_acronym_str SCI-1
network_name_str SciELO Preprints
repository_id_str
spelling ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?METODOLOGÍAS ACTIVAS Y PORTAFOLIOS EVALUATIVOS: ¿QUÉ DICEN LAS INVESTIGACIONES EN EL BRASIL SOBRE ESA RELACIÓN?METODOLOGIAS ATIVAS E PORTFÓLIOS AVALIATIVOS: O QUE DIZEM AS PESQUISAS NO BRASIL SOBRE ESSA RELAÇÃO?Metodologias ativasportfóliosavaliação da aprendizagemparadigmas educacionaisrevisão sistemática integrativaActive methodologiesportfolioslearning assessmenteducational paradigmsintegrative systematic reviewMetodologías activasportfóliosevaluación de aprendizajeparadigmas educativosrevisión integrativaThis qualitative research consisted of an integrative systematic review of Brazil's scientific production, considering peer-reviewed articles in the educational field. It sought to answer the problem: what is the relationship between active methodologies and the use of portfolios as an assessment procedure? The objective was to investigate the necessary relationship between theory and practice from a complex view in education. The data were collected from the Capes, Scielo, and Redalyc platforms. With 115 initial articles, after treatment with inclusion and exclusion criteria, 25 publications were obtained for final analysis. It was found that active methodologies and portfolios are primarily applied in health education in undergraduate courses. Three central relations were identified: legal, educational, and pedagogical relations. They ally problematization methodologies to the use of portfolios and, in addition to assessment, they confer on the portfolio itself the status of teaching, learning, and assessment method and the attribute of reflection. As an innovative vision of pedagogical practice, they are based on the conception of education of the complexity paradigm (MORIN, 2001; 2007) allied to transformative education (FREIRE, 1992; 1996).Esta investigación cualitativa es una revisión sistemática que integra las producciones científicas en el Brasil, los cuales se consideraron artículos revisados por pares, en el área educacional. Se buscó responder a la problemática: ¿cuál es la relación establecida entre las metodologías activas y el uso de portafolios como procedimiento evaluativo? También se buscó como objetivo investigar la necesaria relación entre la teoría y la práctica, a partir de una visión de la complejidad en la educación. Se recolectaron datos en las plataformas de la Capes, Scielo y Redalyc. Con 115 artículos iniciales se obtuvieron, para análisis final, 25 publicaciones, después de un tratamiento con criterios de inclusión y exclusión. Se constató que metodologías activas y portafolios, en su mayoría, son aplicadas en la educación en salud, en cursos de graduación. Fueron identificadas tres relaciones principales: legales, educativas y pedagógicas.  Esas relaciones combinan metodologías de la problemática en el uso del portafolio y más allá de la evaluación asigna al propio portafolio el estatus de método de enseñanza, aprendizaje y evaluación, y el atributo de reflexivo. Como una visión innovadora de la práctica pedagógica, se fundamenta en la concepción de educación del paradigma de la complejidad, (MORIN, 2001; 2007) aliada a la educación transformadora (FREIRE, 1992; 1996).Esta pesquisa qualitativa consistiu em uma revisão sistemática integrativa das produções científicas no Brasil, considerando artigos revisados por pares, na área educacional. Buscou-se responder a problemática: qual é a relação estabelecida entre as metodologias ativas e o uso de portifólios como procedimento avaliativo? Objetivou-se investigar a necessária relação entre teoria e prática a partir de uma visão de complexidade em educação. Coletaram-se os dados nas plataformas da Capes, Scielo e Redalyc. Com 115 artigos iniciais, após tratamento com critérios de inclusão e exclusão, obteve-se 25 publicações para análise final. Constatou-se que metodologias ativas e portfólios, em sua maioria, são aplicadas na educação em saúde, em cursos de graduação. Foram identificadas três relações principais: relações legais, educacionais e pedagógicas.  Aliam metodologias da problematização ao uso do portfólio e, para além da avaliação, conferem ao próprio portfólio o status de método de ensino, aprendizagem e avaliação e o atributo de reflexivo. Como uma visão inovadora da prática pedagógica, fundamentam-se na concepção de educação do paradigma da complexidade (MORIN, 2001; 2007) aliada à educação transformadora (FREIRE, 1992;1996).SciELO PreprintsSciELO PreprintsSciELO Preprints2021-03-29info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/203910.1590/SciELOPreprints.2039porhttps://preprints.scielo.org/index.php/scielo/article/view/2039/3375Copyright (c) 2021 Rosilei Ferrarini, Marilda Aparecida Behrens, Patrícia Lupion Torreshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerrarini, RosileiBehrens, Marilda AparecidaTorres, Patrícia Lupionreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-03-23T17:41:28Zoai:ops.preprints.scielo.org:preprint/2039Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-03-23T17:41:28SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
METODOLOGÍAS ACTIVAS Y PORTAFOLIOS EVALUATIVOS: ¿QUÉ DICEN LAS INVESTIGACIONES EN EL BRASIL SOBRE ESA RELACIÓN?
METODOLOGIAS ATIVAS E PORTFÓLIOS AVALIATIVOS: O QUE DIZEM AS PESQUISAS NO BRASIL SOBRE ESSA RELAÇÃO?
title ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
spellingShingle ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
Ferrarini, Rosilei
Metodologias ativas
portfólios
avaliação da aprendizagem
paradigmas educacionais
revisão sistemática integrativa
Active methodologies
portfolios
learning assessment
educational paradigms
integrative systematic review
Metodologías activas
portfólios
evaluación de aprendizaje
paradigmas educativos
revisión integrativa
title_short ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
title_full ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
title_fullStr ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
title_full_unstemmed ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
title_sort ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS: WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
author Ferrarini, Rosilei
author_facet Ferrarini, Rosilei
Behrens, Marilda Aparecida
Torres, Patrícia Lupion
author_role author
author2 Behrens, Marilda Aparecida
Torres, Patrícia Lupion
author2_role author
author
dc.contributor.author.fl_str_mv Ferrarini, Rosilei
Behrens, Marilda Aparecida
Torres, Patrícia Lupion
dc.subject.por.fl_str_mv Metodologias ativas
portfólios
avaliação da aprendizagem
paradigmas educacionais
revisão sistemática integrativa
Active methodologies
portfolios
learning assessment
educational paradigms
integrative systematic review
Metodologías activas
portfólios
evaluación de aprendizaje
paradigmas educativos
revisión integrativa
topic Metodologias ativas
portfólios
avaliação da aprendizagem
paradigmas educacionais
revisão sistemática integrativa
Active methodologies
portfolios
learning assessment
educational paradigms
integrative systematic review
Metodologías activas
portfólios
evaluación de aprendizaje
paradigmas educativos
revisión integrativa
description This qualitative research consisted of an integrative systematic review of Brazil's scientific production, considering peer-reviewed articles in the educational field. It sought to answer the problem: what is the relationship between active methodologies and the use of portfolios as an assessment procedure? The objective was to investigate the necessary relationship between theory and practice from a complex view in education. The data were collected from the Capes, Scielo, and Redalyc platforms. With 115 initial articles, after treatment with inclusion and exclusion criteria, 25 publications were obtained for final analysis. It was found that active methodologies and portfolios are primarily applied in health education in undergraduate courses. Three central relations were identified: legal, educational, and pedagogical relations. They ally problematization methodologies to the use of portfolios and, in addition to assessment, they confer on the portfolio itself the status of teaching, learning, and assessment method and the attribute of reflection. As an innovative vision of pedagogical practice, they are based on the conception of education of the complexity paradigm (MORIN, 2001; 2007) allied to transformative education (FREIRE, 1992; 1996).
publishDate 2021
dc.date.none.fl_str_mv 2021-03-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/2039
10.1590/SciELOPreprints.2039
url https://preprints.scielo.org/index.php/scielo/preprint/view/2039
identifier_str_mv 10.1590/SciELOPreprints.2039
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/2039/3375
dc.rights.driver.fl_str_mv Copyright (c) 2021 Rosilei Ferrarini, Marilda Aparecida Behrens, Patrícia Lupion Torres
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Rosilei Ferrarini, Marilda Aparecida Behrens, Patrícia Lupion Torres
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
_version_ 1797047822221049856

Registros relacionados