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Neste estudo apresentamos uma experiencia-piloto de formacao pedagogica de docentes do ensino superior que pretende testar um dispositivo de formacao baseado numa logica colaborativa e cooperativa com recurso ao portefolio. Pretendeu-se o envolvimento dos docentes numa logica de comunidade de pratica (e de aprendizagem) em que os momentos formativos formais que eram constituidos por workshops trimestrais com a duracao de dois dias alternavam com periodos de elaboracao do portefolio de docencia de cada docente. Pretendia-se que a autorreflexao conjugada com o feedback dos restantes participantes e da consultora que acompanhou o grupo pudessem promover mudancas nas concecoes e na pratica docente de cada um que seriam refletidas e documentadas no portefolio. Constatamos que este dispositivo se mostrou eficaz nao obstante a exigencia do processo quer em termos de tempo quer de empenho por parte dos participantes. O nivel elevado de satisfacao do grupo com a experiencia encoraja a sua disseminacao por outros grupos que estejam motivados para melhorarem o seu desempenho nesta area. ABSTRACT The teaching portfolio as a training strategy for higher education teachers in Portugal: a case study. In this study we present a pilot experience concerning the pedagogical training of faculty which aim is to test a training device based upon a collaborative and co-operative approach and that includes faculty teaching portfolios. The study presupposes an involvement of faculty similar to the one found in communities of practice (and learning). The formal moments when training took place alternated with periods dedicated to the portfolio elaboration. It was the project’s intention that the self-reflexion along with the feedback from the other participants and from the consultant that accompanied the group might cause changes in the conceptions as well as in practical aspects of the teaching process and that those changes would be reflected and documented in the portfolio. We have verified that this device is very efficient although the process is very demanding in terms of time and involvement from faculty. A high level of satisfaction with the experience manifested by the group encourages the dissemination of the project to other groups that may be also motivated to improve their performance in this area.

O portefólio de docência como estratégia formativa de docentes do ensino superior en Portugal: Um estudo de caso