This article presents the results of a research that analyzed the process of analyzing portfolios in a different way to construct the Pedagogy Course Final Paper. Six newly graduated student-teachers and teacher-mediator perceptions are discussed. The course was offered by the Education College at the University of Brasilia and the local Educational Bureau to in-service teachers who worked in public elementary schools with grades one to four. The article analyses the procedures used by the student-teachers to analyze portfolios and the procedures used by the teacher-mediator to guide them in this process; as well as the difficulties and contributions that were observed. It could be observed that the process made room for the development of metacognition: assessment practices were reconsidered; opportunities for pedagogical differentiation were created; reflection was emphasized.
Final course paper; Assessment; Teacher education