PARTICIPATORY RESEARCH ON PROJECTS AND PORTFOLIOS: PATHWAYS TO INNOVATION IN TEACHER EDUCATION

Abstract

This article presents the results of participatory qualitative research conducted with doctoral-level teachers from various fields of knowledge, aiming to analyze to what extent Project-Based Learning (PBL) and portfolio assessment contribute to transforming pedagogical practices. The investigation was developed within the context of the research group PEFOP – Educational Paradigms and Teacher Education, based on thematic meetings mediated by active methodologies. Data were generated through reflective texts, group discussions, and individual portfolios, and analyzed in the light of theoretical references such as Morin, Freire, Dewey, and contemporary educational literature authors. The results indicate that when experienced critically and collaboratively, these methodologies enhance autonomy, authorship, complex thinking, and engagement among teachers in training. Additionally, findings demonstrate that transforming pedagogical practice requires time, ongoing professional development, and institutional conditions that foster innovation. The study concludes that integrating PBL and portfolio assessment represents a promising pathway for reshaping teaching practices, particularly in stricto sensu graduate programs, by effectively bridging theory and practice in the education of reflective and transformative teachers.