O portfólio como metodologia de ensino e aprendizagem: reflexões sobre suas potencialidades

Abstract

Considering the changes taking place in the contemporary world regarding social and environmental issues, the heterogeneity of youth and their relationships with the world of life, it is necessary to develop a teaching and learning process that promotes a reflective, dynamic dialogue, that encourages construction of student autonomy. In this sense, the purpose of this study focuses on Portfolio proposal, which presents possibilities to involve the student in a way that he participates in his teaching and learning process under this understanding. Thus, the general objective of this research is to evaluate the use of the Portfolio as a teaching and learning methodology in a process of training students in integrated high school where environmental education is a priority. Based on a qualitative research and pedagogical intervention type, a pedagogical action was carried out and it considered the methodological possibility of developing a training process for young people from an integrated high school in a school in Curitiba. This action was supported by the dynamics of the Three Pedagogical Moments, and it aimed to approach environmental education from a critical perspective to school content and to education in science, technology and society, considering that such elements are extremely important to the citizenship and professional formation of these young people. This intervention was carried out during the covid-19 pandemic period and lasted for one school year. The research principles, developed in the context of the pedagogical intervention, mentioned in this study, were based on the concept of education under a freiriana perspective. The research corpus consists of the researcher’s diary as well as comments made by ten students and posted in the Classroom and the Portfolios built by the same ten students. In addition, the assumptions of Discursive Textual Analysis were considered to analyze this corpus. The question that was expressed by the researcher and guided the steps to be taken in search of its understanding was: what are the perspectives presented by the Portfolio, as a teaching and learning methodology, that can enhance the training of students? Discursive Textual Analysis presents three stages, and as a result of these steps, the researcher obtained 4 final categories and based on them, she composed the metatext entitled: the perspectives of the teaching and learning Portfolio that collaborated with the training of students in a pedagogical intervention process developed in integrated secondary education. Regarding the work developed, the proposed analysis allowed to highlight the different faces that the teaching and learning Portfolio presented, encouraging dialogue, stimulating the development of student autonomy and their reflections, collaborating in the promotion and intensification of reflections on the contents worked, and also contributing to the structuring of the teaching and learning process. Such characteristics allow their indication as a teaching and learning methodology for different levels of education and for different areas of knowledge. As a contribution of this dissertation to education, an educational product was prepared in the form of an e-book, which presents the development of the Portfolio as a methodology in teaching and learning processes that value dialogicity, reflection and active student participation.