Resumo

ARANTES, Thatiane Duarte Mendes  e  SILVA, Silvia Maria Cintra da. The portfolio in Early Childhood Education and the professional development: Contributions by Critical School Psychology. Educ. Puc. [online]. 2020, vol.25, e204689. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4689.

School assessment is an important aspect of the school universe; in this context, research on assessment tools is extremely relevant. This research aims to reflect, in light of the Critical School Psychology, about the construction of portfolios as a tool that promotes reflection and professional development, through the mediation of a pedagogical coordinator alongside a teacher of Early Childhood Education. For that, we developed a qualitative research, particularly participative research. The study was carried out in a private school in the city of Uberlândia (MG), with two participants, a pedagogical coordinator with a degree in Psychology and a teacher of Early Childhood Education. The data were gathered from a semi-structured interview and the analysis of the researcher’s portfolio and field journal. Three axes of analysis were elaborated, which address the teacher and her practice, as well as the mediation of the coordinator with the teacher regarding the analysis and construction of the portfolio. It is clear that the portfolio is a rich tool for reflection on school practices, since it highlights elements of children’s learning processes, the professional development of the teacher, and the work of the school as a whole. Thus, this material can be used as an excellent tool to help the school psychologist understand the teacher’s practice and elaborate interventions to collaborate with his or her professional development.

Palavras-chave : Early Childhood Education; Portfolio; Teacher; School Psychology.

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