Portfolio in education in health: contribution to reflection from its use at the discipline Nursing in Communicable Diseases
Main Article Content
Abstract
Introduction: The academic portfolio provides continuous monitoring of the teaching‑learning process and promotes the exchange of insights into theoretical and practical activities. It is both a trigger review and questioning of the teaching‑learning process, as well as an institutional assessment tool. Experience report: We aimed to share the experience of using the portfolio in the teaching of discipline “Community Health Nursing with Focus on Infectious Diseases” of the Undergraduate course in Nursing, University of São Paulo (USP), discussing possibilities of its use as a tool for evaluation continuous learning. Its use began in 2013 to discuss the pedagogical experiences in the classroom and on field practice. By 2015, every student has developed its portfolio composing two narratives recorded in writing. Each tutor followed the same group of students from start to finish of the discipline and analyzed the degree of expressive maturity reached by each student according to Sá‑Chaves rating: technical, critical or metacritical. In the tutorials meetings were problematized the main advances and challenges encountered by the student in the preparation and the tutor in the learning of reading summaries, registered in the portfolio. Conclusion: The portfolio is shown to be a powerful learning tool and its use should be improved in conjunction with mentoring, predicting it as a strategy in the curriculum, as well as the time and number of suitable tutors the number of students.
Downloads
Article Details
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY) that allows others to share and adapt the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.References
Ambrósio M. O uso do portfólio no ensino superior. São Paulo: Vozes; 2013.
Albertino FMF, Souza NA. Avaliação da aprendizagem: o portfólio como auxiliar na construção de um profissional reflexivo. Est Aval Educ. 2004;(29):169‑89. http://dx.doi.org/10.18222/eae02920042164
Ferla AA, Ceccim RB. Portfólio como dispositivo da avaliação: aproximações para a definição de novas estratégias de avaliação no curso de bacharelado em Saúde Coletiva da UFRGS. In: Ferla AA, Rocha CMF. Cadernos da Saúde Coletiva: inovações na formação de sanitaristas. Porto Alegre: Rede Unida; 2013.
Ferla AA, Bertele E, De David M, Batista MV. O portfólio avaliativo como dispositivo para a gestão de processos de educação permanente em saúde. 8° Congresso da Rede Unida; 2009.
Rezende KTA, Takeda E, Fraga EMV, Braccialli LAD, Chirelli MQ, Costa MCG, et al. Implementing educational program for Famema’s nursing course: reporting the experience. Interface. 2006;10(20):525‑35. http://dx.doi.org/10.1590/S1414‑32832006000200018
Silva RF, Sá‑Chaves I. Formação reflexiva: representações dos professores acerca do uso de portfólio reflexivo na formação de médicos e enfermeiros. Interface. 2008;12(27):721‑34. http://dx.doi.org/10.1590/S1414‑32832008000400004
Friedrich DBC, Gonçalves AMC, Sá TS, Sanglard LR, Duque DR, Oliveira GMA. O portfólio como avaliação: análise de sua utilização na enfermagem. Rev Latino‑Am Enferm. 2010; 18(6):1123‑30. http://dx.doi.org/10.1590/S0104‑11692010000600012
Sordi MRL, Silva MM. O uso de portfólios na pedagogia universitária: uma experiência em cursos de enfermagem. Interface. 2010;14(35):943‑53. http://dx.doi.org/10.1590/S1414‑32832010005000018
Fortuna CM, Goncalves MFC, Silva MAI, Santos RA. A produção de narrativas crítico‑reflexivas nos portfólios de estudantes de enfermagem. Rev Esc Enferm USP. 2012;46(2):452‑9. http://dx.doi.org/10.1590/S0080‑62342012000200025
Vaz DR, Prado C. Prática pedagógica reflexiva de licenciados de enfermagem: o portfólio como instrumento. Rev Esc Enferm USP. 2014;48(6):1103‑10. http://dx.doi.org/10.1590/S0080‑623420140000700019
Tanji S, Silva CMSLMD. As potencialidades e fragilidades do portfólio reflexivo na visão dos estudantes de enfermagem. Rev Enf UERJ. 2008;16(3):392‑8.
Oliveira MAC, Verissimo MDLR, Puschel VA, Riesco MLG. Desafios da formação em enfermagem no Brasil: proposta curricular da EEUSP para o bacharelado em enfermagem. Rev Esc Enferm USP. 2007;41(N.Esp.):820‑5. http://dx.doi.org/10.1590/S0080‑62342007000500014
Saviani D. Pedagogia histórico‑crítica: primeiras aproximações. Campinas: Autores Associados; 2005.
Silva RF, Francisco MA. Portfólio reflexivo: uma estratégia para a formação em medicina. Rev Bras Educ Med. 2009;33(4):562‑70. http://dx.doi.org/10.1590/S0100‑55022009000400007
Rangel JNM, Nunes LC, Garfinkel M. O portfólio no ensino superior: práticas avaliativas em diferentes ambientes de aprendizagem. Proposições. 2006;17(3):167‑80.