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Chile has carried out a series of educational reforms with a particular emphasis on efficiency and accountability. The objective of this work was to analyze what type of pedagogy emerges from the management tool called teaching portfolio. For this work a thematic analysis was carried out following the perspective of discursive psychology. Results show that from this instrument emerges a pedagogy that: 1) is the individual responsibility of the teacher; 2) is constituted as a methodological technique; 3) reveals a unidirectional interaction in the classroom; 4) a collaborative pedagogy emerges, understood as instances *Este trabajo cuenta con el apoyo del Programa de Investigación Asociativa del Consejo Nacional de la Ciencia y la Tecnología de Chile (CONICYT PIA/CIE 160009) y del Fondo Nacional para el Desarrollo de la Ciencia y la Tecnología (FONDECYT, Proyecto 1191015). 1Pontificia Universidad Católica de Valparaíso, Centro de investigación para la Educación Inclusiva – Valparaíso, Chile. E-mails: lorena.ramirez@pucv.cl; enrique.baleriola@pucv.cl; vicente.sisto@pucv.cl DOI: 10.1590/ES0101-73302019209826

PEDAGOGÍA EN LA ERA DE LA RENDICIÓN DE CUENTAS: ANÁLISIS DEL PORTAFOLIO DOCENTE EN CHILE