Reflective Portfolios as decolonial pedagogical practices

Autores

Palavras-chave:

Assessment, Teacher Education, Portfolio, Decolonial Education, Reflective Portfolio

Resumo

Pre-service teachers learn educational practices and teaching postures not only from the courses content but also by their teachers’ 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

Biografia do Autor

Juliana Crespo Lopes, Universidade Federal do Paraná (UFPR), Curitiba, Paraná Charles University, Praga, República Tcheca

Professora adjunta do Setor de Educação da UFPR, Departamento de Teoria e Fundamentos da Educação, Área de Psicologia da Educação.

Jana Stará, Charles University

Departamento de Educação primária e pré-primaria da Faculdade de Educação

Publicado

2022-12-22

Como Citar

Crespo Lopes, J., & Stará, J. (2022). Reflective Portfolios as decolonial pedagogical practices. Educar Em Revista, 38. Recuperado de https://revistas.ufpr.br/educar/article/view/85774

Edição

Seção

Dossiê Sujeito e Conhecimento: articulações em contextos de formação e atuação docente