title: [Reflective portfolio: a proposal for teaching and learning geared on competencies].
abstract: This article seeks to analyze the experience of collective construction of portfolios as a teaching-learning method in the discipline of Health Policy, identifying the competencies developed by students. Qualitative research, whose collection and data processing were conducted by means of documental and thematic analysis of 34 portfolios. The "Learning to be" and "Learning to live and work together" competencies were considered according to the proposals of the UNESCO report for Education. The training of critical-reflexive individuals, provided by the portfolio, was particularly observed when students reported the transformation of the negative views that they had about the health care system - an inefficient and precarious policy - to a positive vision - policy which deals with the principles of equity, integrity and universality. This process of critical transformation is the result of the practice and use of communication skills, information management (search, selection, analysis and evaluation of information), leadership, cooperation and human relationships (teamwork, ethics and recognition of diversity), and personal competencies (time management, responsibility and planning), namely important skills in the training of professionals committed to the national health policy.
authors.affiliation: Departamento de Nutrição e Saúde, Universidade Federal de Viçosa. Av. Peter Henry Rolfs s/n, Campus Universitário. 36570-000 Viçosa MG. rmmitre@ufv.br
authors.forename: Rosângela Minardi Mitre
authors.initials: RM
authors.lastname: Cotta
authors.forename: Glauce Dias
authors.initials: GD
authors.lastname: da Costa
authors.forename: Erica Toledo
authors.initials: ET
authors.lastname: Mendonça
mesh_terms: D006282:Health Personnel / Q000193:education*; D006291:Health Policy; D006801:Humans; D007858:Learning; D011361:Professional Competence; D036301:Qualitative Research; D013663:Teaching / Q000379:methods*