<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100213</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.85774</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Reflective Portfolios as decolonial pedagogical practices]]></article-title>
<article-title xml:lang="pt"><![CDATA[Diários reflexivos de aprendizagem como práticas pedagógicas decoloniais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Juliana Crespo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stará]]></surname>
<given-names><![CDATA[Jana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Charles University  ]]></institution>
<addr-line><![CDATA[Praga ]]></addr-line>
<country>República Tcheca</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Pre-service teachers learn educational practices and teaching postures not only from the courses content but also by their teachers&#8217; approaches. Learning assessments can be used as an exercise of power that perpetuates an established colonial paradigm. Conversely, Reflective Portfolios can be conceived as an opportunity for new arising knowledge and practices. In this paper we connect teaching experiences using Reflective Portfolios with scientific literature inserting them into the context of the decolonial studies. When pre-service teachers perceive themselves as epistemological beings, they understand that knowledge derives from different sources. Consequently, they have new possibilities of pedagogical postures and practices in their future profession. Furthermore, reflective portfolio assessments grant the opportunity for university teachers to rethink practices and postures that might endorse educational power structures, to find out more about their students, and to provide formative opportunities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Estudantes de licenciatura aprendem práticas e posturas educacionais não apenas a partir do conteúdo dos cursos, mas também pelas atitudes e estratégias de suas/seus professoras/es. Avaliações de aprendizagem podem ser usadas como um exercício de poder que perpetua um paradigma colonial estabelecido. Por outro lado, diários reflexivos de aprendizagem podem ser concebidos como uma oportunidade para novos conhecimentos e para práticas. Neste artigo conectamos experiências educacionais utilizando diários reflexivos de aprendizagem com a literatura científica, inserindo-as no contexto dos estudos decoloniais. Quando estudantes de licenciatura se percebem enquanto seres epistemológicos, entendem que o conhecimento deriva de diferentes fontes. Consequentemente, encontram novas possibilidades de posturas e práticas pedagógicas em sua futura profissão. Além disso, avaliações utilizando o diário reflexivo de aprendizagem possibilitam a docentes universitários a oportunidade de repensar práticas e posturas que possam endossar estruturas de poder, de descobrir mais sobre seus alunos e de oferecer oportunidades formativas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Portfolio]]></kwd>
<kwd lng="en"><![CDATA[Decolonial Education]]></kwd>
<kwd lng="en"><![CDATA[Reflective Portfolio]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Diário de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Decolonial]]></kwd>
<kwd lng="pt"><![CDATA[Diário Reflexivo de Aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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