<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932010000200004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepção de estudantes de enfermagem sobre o uso do portfólio reflexivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Semim]]></surname>
<given-names><![CDATA[Gabriela Maschio]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Maria Conceição Bernardo de Mello e]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Adriana Kátia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Pronto-Socorro Central do Complexo Hospitalar de São Bernardo do Campo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<numero>29</numero>
<fpage>174</fpage>
<lpage>187</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932010000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932010000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932010000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No ensino de graduação da Escola de Enfermagem de Ribeirão Preto, da Universidade de São Paulo, é utilizado o Portfólio Reflexivo como instrumento de avaliação. O objetivo deste trabalho foi compreender a percepção do estudante sobre o uso do portfólio reflexivo para a avaliação do aprendizado. Trata-se de pesquisa qualitativa que utilizou a técnica de grupo focal com sete estudantes do terceiro ano de bacharelado. Pela análise temática foram construídos temas: construção do portfólio pelo aluno; acompanhamento da construção do portfólio pelo professor e processo de avaliação - o valor (nota) atribuído ao portfólio. Apesar das dificuldades contextuais e pedagógicas, o portfólio reflexivo se mostra como instrumento facilitador do processo ensino-aprendizagem, sendo importante que isso sensibilize os docentes para a troca de experiências/conhecimentos e construção de modos de fazer que potencialize a avaliação formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The Reflexive Portfolio is used as an assessment tool in nursing teaching at the Universidade de São Paulo at Ribeirão Preto College of Nursing. The goal of this study was to understand the students’ perception about the use of the reflexive portfolio to assess learning. It addresses qualitative research which uses a focus group technique with seven third year students of the Bachelors Program. Seven themes emerged from the thematic analysis: development of the portfolio by the student; follow-up of the development of the portfolio by the professor and evaluation process: the value (grade) given to the portfolio. Despite the contextual and pedagogical difficulties, the reflexive portfolio is shown as a facilitating instrument of the teaching-learning process, as it is important that this sensitizes professors to the exchange of experiences/knowledge and development of know-how that strengthen the formative evaluation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Portfólio Reflexivo]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Reflexive Portfolio]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Percep&ccedil;&atilde;o de estudantes de enfermagem sobre o uso do  portf&oacute;lio reflexivo.</h2> <h3>Nursing students'  perception about the use of the reflexive portfolio.</h3>     <p>&nbsp;</p> <h4>Gabriela Maschio Semim, Maria Concei&ccedil;&atilde;o Bernardo de Mello  e Souza, Adriana K&aacute;tia Corr&ecirc;a    <br> </h4> </font>      ]]></body>
<back>
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