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Publication
A construção do portfólio no 1.o ciclo do ensino básico
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Advisor(s)
Abstract(s)
A introdução de um novo instrumento, de trabalho e de avaliação, na sala de aula, exige
tempo para que, crianças e professores se apropriem dos seus reais objetivos e relevância
no processo de ensino e aprendizagem. O portefólio, cuja atenção deverá ser orientada
para os processos, envolve procedimentos que carecem de disponibilidade, empenho e
dedicação de todos os que o elaboram. Entendemos que a sua construção deverá ser
amplamente participada, autêntica e valorizada pelas crianças, assumindo o professor o
papel de orientador e a criança será a protagonista. Desta forma, passar-se-ia a escutar as
crianças, dando-lhes a possibilidade de refletirem sobre as atividades e trabalhos
realizados, evidenciando os seus progressos ou retrocessos. O presente artigo surge no
âmbito do relatório final de estágio do Mestrado em Educação Pré-Escolar e Ensino do
1.º Ciclo do Ensino Básico que teve como objetivos recorrer ao portefólio enquanto
instrumento de avaliação e compreender o contributo da construção do portefólio para as
aprendizagens das crianças do 1.º Ciclo do Ensino Básico, numa sala de 2.º ano de
escolaridade, com 22 crianças. A metodologia adotada inscreve-se numa abordagem
qualitativa e os dados foram recolhidos recorrendo à observação, notas de campo e a chek
list para analisar o conteúdo dos portefólios. Os resultados mostram que a construção
deste instrumento deverá ser gradual e progressiva para que as crianças entendam a sua
funcionalidade e adquiram responsabilidade e autonomia na sua construção. A análise dos
portefólios revela uma visão global do percurso da criança, das experiências e
descobertas, bem como do processo de ensino e aprendizagem. Mostra também que ao
envolver as crianças no processo de revisão, análise, reflexão e seleção de trabalhos a
incluir no seu portefólio adquirem uma maior consciência sobre as suas aprendizagens
podendo mais facilmente autoavaliarem-se.
The introduction of new instrument, work and evaluation, in the classroom, requires time for children and teachers to appropriate their real objectives and relevance in the teaching and learning process. The portfolio, whose attention must be oriented for the process, involves procedures that lack the availability, commitment and dedication of all who prepare it. We believe that its construction must be broadly invested, authentic and valued by children, assuming the teacher is the guiding role and the child will be the protagonist. In this way, we would start listen to the children, giving them the possibility to reflect on their own activities and work, showing their progress or setbacks. The present article appears in the scope of the final report of the master’s degree in Early Childhood Education and the 1st Cycle of Basic Education whose objective was to use the portfolio as an evaluation tool and to understand the contribution of the construction of the portfolio to the children's learning of the 1st Cycle of Basic Education, in a classroom of 2nd year of schooling. The methodology adopted is based on a qualitative approach and the data were collected through participant observation, field notes and analysis grids for portfolios. The results show that the construction of this new element should be gradual and progressive for children to understand its functionality and acquire responsibility and autonomy in its construction. Portfolio analysis reveals an overview of the child's course, experiences and discoveries, as well as the teaching and learning process. It also shows that by involving children in the process of reviewing, analysing, reflecting and selecting work to include in their portfolio they acquire a greater awareness of their learning and can more easily evaluate themselves
The introduction of new instrument, work and evaluation, in the classroom, requires time for children and teachers to appropriate their real objectives and relevance in the teaching and learning process. The portfolio, whose attention must be oriented for the process, involves procedures that lack the availability, commitment and dedication of all who prepare it. We believe that its construction must be broadly invested, authentic and valued by children, assuming the teacher is the guiding role and the child will be the protagonist. In this way, we would start listen to the children, giving them the possibility to reflect on their own activities and work, showing their progress or setbacks. The present article appears in the scope of the final report of the master’s degree in Early Childhood Education and the 1st Cycle of Basic Education whose objective was to use the portfolio as an evaluation tool and to understand the contribution of the construction of the portfolio to the children's learning of the 1st Cycle of Basic Education, in a classroom of 2nd year of schooling. The methodology adopted is based on a qualitative approach and the data were collected through participant observation, field notes and analysis grids for portfolios. The results show that the construction of this new element should be gradual and progressive for children to understand its functionality and acquire responsibility and autonomy in its construction. Portfolio analysis reveals an overview of the child's course, experiences and discoveries, as well as the teaching and learning process. It also shows that by involving children in the process of reviewing, analysing, reflecting and selecting work to include in their portfolio they acquire a greater awareness of their learning and can more easily evaluate themselves
Description
Keywords
Portefólio 1.º CEB Participação
Citation
Teixeira, Andreia Filipa Sampaio; Freire Ribeiro, Ilda (2019). A construção do portfólio no 1.o ciclo do ensino básico. In Manuel Vara Pires; Cristina Mesquita; Rui Pedro Lopes; Elisabete Mendes Silva; Graça Santos; Raquel Patrício; Luís Castanheira (Eds.) IV Encontro Internacional de Formação na Docência (INCTE): Livro de atas. Bragança: Instituto Politécnico. p. 45-54. ISBN 978-972-745-259-0
Publisher
Instituto Politécnico de Bragança