PORTFOLIO: ANOTHER FAD IN EDUCATION?

Abstract

What are portfolios? How have they been taken by teachers in the various school levels? How can we use that instrument for evaluations? These questions were made by teachers in different groups of continuing studies with which I have worked in recent years. Some reports of teachers and students about what they were producing as portfolios have brought some concerns that have generated this essay. Based largely on Fernando Hernandez, the work presents a portfolio as an instrument that allows a continuing reflection, as students and teachers can view documents having in mind the objective and criteria previously agreed, in a dialogue with the solutions and problems emerged from the tasks requested. The objective is to contribute to the understanding of this evaluation instrument that has been widely reported within the schools, but about which practices are inconsistent. Introducing the concept, the elements that make up a portfolio and how to evaluate it, I hope to provide information for better use of this instrument by teachers and students at different educational levels. However, I believe that for a correct interpretation of the ways to work with the portfolio, investment in continuing education must be continuous to ensure that education is not at the mercy of second-hand interpretations. It is through continuing education that every teacher can, by his/her will and persistence, become a researcher with a strong conceptual basis, and even be able to change his/her political stance.

Keywords: Portfolio; teaching; evaluation.