O Portfólio na formação reflexiva de professores de Educação Física

Abstract

This present work is part of the Masters Degree Program in "Research in Education" offered at a private college institution, and aimed at the studying of physical education teachers portfolio in reflexive formal education. The qualitative research done as a case study, was developed from 2011 to 2012, involving 20 people, taking the 3rd semester of the course, in 2011. The selective process considered these peoples performances while taking the school subject Prática como Componente Curricular (Teaching Practice). Interviews, portfolio analyses and Pedagogical Projects analyses were used as tools to reach the goals, which were: to analyze the Portfolio usage to build the Physical Education teachers thinking process and to guide and keep the track of the Portfolio elaboration while other subjects were being worked. The theoretical reference was focused on Portfolio concept, the thinking process and the development assessment. The results were presented through categories, according to the interviews done and the portfolio analyses as it follows: the under-graduated teachers profile; their perception about their development; their understanding about being a Thinking Teacher; their experience, understanding and thinking process about the Portfolio; the Portfolio as development assessment; the teachers perception about the Portfolio usage as development assessment; the teachers identity development from their experiences with the Portfolio; and the experience interpretation at school in developing teachers. The positive and negative experiences have drawn the teachers development. The Portfolio was a significantly important resource to teachers thinking process. To this study, the initial hypothesis to confront the developing teachers thinking and their performance at Prática como Componente Curricular (Teaching Practice) showed that the Portfolio is indicated to the development assessment since the own author is the main character of ones own story, no matter ones performance. Through the experience, which comes before teacher-student, student-teacher, teacher-school and school-student relationships, it becomes clear that their responsibilities during their development can ensure a future teaching acting based on presumption which surpasses the initial dilemma between the theory and practice.