The article presents the results of a research conducted in the Pedagogy Course offered by the College of Education of the University of Brasília to in-service teachers who work in public elementary schools with grades one through four. The student-teachers are assessed by means of portfolios for evaluation procedure. The issues discussed are: a) the mediators' perceptions on student-teachers' reactions to the use of portfolios; b) the student-teacher's perceptions on the portfolio construction. It was noticed that: the use of the portfolio as an assessment procedure was previously unknown to the whole group; initially, there was resistance of some student-teachers regarding the portfolio construction, but as the process developed, the confidence not only of the mediators but also of the student-teachers increased; the portfolio became the organizer axle of the pedagogic course activities. In conclusion, for the portfolio to be part of the committed assessment process of student- teachers' learning and to be supported in construction, reflection, creativity, partnership, self-assessment and autonomy, it must be included in the pedagogical work that considers these same principles.
Assessment; Portfolio; Teacher education