O portfólio como estratégia facilitadora do processo ensino-aprendizagem para a formação em estética: relato de experiência

Abstract

The practical subjects of supervised clinics in the higher education program in Aesthetics and Cosmetics require students to be organized in executing work processes that ensure positive results and client safety. The objective of this study was to analyze the importance of the portfolio in building Standard Operating Procedures in practical aesthetics classes. For the portfolio development, a sequence of steps was outlined: 1. preparation and revision of standard operating procedures and selection of tutorials and practice manuals; 2. organization of the content in a catalog folder with the creation of categories to operationalize its use according to a checklist of the main protocols and procedures provided by the instructor; 3. initial submission of the portfolio for instructor evaluation; and 4. final submission of the portfolio including an experience report and a summary of the main learnings and results achieved in monitoring clinical cases, along with a reflection on the personal and professional development attained. In building the portfolio with well-defined protocols, students develop autonomy, proactivity, risk analysis, systemic vision, and leadership essential skills for identifying and minimizing risks, ensuring client health and well-being, and preparing them to meet the demands of the job market and regulatory bodies, which value professionals aligned with recognized quality standards, such as the development of hard, soft, and deep skills. It is believed that integrating the portfolio into practical classes is a determining factor for professional excellence and should be encouraged as an effective strategy for standardizing procedures during the educational process.