ACTIVE METHODOLOGIES AND EVALUATIVE PORTFOLIOS
WHAT DO RESEARCHES IN BRAZIL SAY ABOUT THEIR RELATION?
Keywords:
Active methodologies, portfolios, learning assessment, educational paradigms, integrative systematic reviewAbstract
This qualitative research consisted of an integrative systematic review of Brazil's scientific production, considering peer-reviewed articles in the educational field. It sought to answer the problem: ¿what is the relationship between active methodologies and the use of portfolios as an assessment procedure? The objective was to investigate the necessary relationship between theory and practice from a complex view in education. The data were collected from the Capes, Scielo, and Redalyc platforms. With 115 initial articles, after treatment with inclusion and exclusion criteria, 25 publications were obtained for final analysis. It was found that active methodologies and portfolios are primarily applied in health education in undergraduate courses. Three central relations were identified: legal, educational, and pedagogical relations. They ally problematization methodologies to the use of portfolios and, in addition to assessment, they confer on the portfolio itself the estatus of teaching, learning, and assessment method and the attribute of reflection. As an innovative vision of pedagogical practice, they are based on the conception of education of the complexity paradigm (MORIN, 2001; 2007) allied to transformative education (FREIRE, 1992; 1996).
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