O portefólio como estratégia de ensino-aprendizagem no ensino superior

In Portugal, the use of portfolios in education has gradually gained visibility in pedagogical practices from Childhood Education to Higher Education, in this case, above all, in the field of supervision of teacher basic training. However, this instrument can prove to be very valuable in the context of continuous training as a teaching-learning strategy, of "research", evaluation and reflection on and about practices (Schön, 1983; 2000), leading to a process of collaborative (auto)construction of knowledge, personal and professional development of students in postgraduate or master courses. Taking as a principle that learning is an active process, as advocated by the Bologna process, and that what matters is the path or processes, not simply the results or products, and that, as John Dewey argued, it is important to learn to think well with the students being the builders of their own knowledge, learning through the building of portfolios is undoubtedly the appropriate strategy based on constructivist teaching methodologies, and the teacher must guide and monitor this process. Portfolios, by demanding writing and individual reflection, help the trainee, also him a teacher, to become aware of his practices, his progress and difficulties, while also promoting continuous sharing with his peers of his analyzes and questions, leading to a collaborative reflection that enables students to supervise themselves. This presentation intends to present the work experience developed through leaning portfolios and (e)portfolios in the curricular units of "Models and Practices of Pedagogical Supervision" and "Conceptions and Reflective Practices in Education", within the masters degree in "Pedagogical Supervision and Training of Trainers" of the Faculty of Psychology and Sciences of Education of the University of Coimbra, by the voice of the responsible teachers and the participating masters students.