Analysis of nutrition (and food) education syllabus of nutrition undergraduate courses

Abstract

A B S T R A C T ObjectiveTo analyze the Nutrition Education discipline syllabus in Nutrition undergraduate courses in Brazil. MethodsThis is a qualitative, exploratory, descriptive cross-sectional study, carried out in the form of survey. A letter of invitation was sent to higher education institutions that had at least one class that graduated by the end of the first semester of 2010 and provided the Nutrition education discipline syllabus. The software Analyse Lexicale par Contexte d'un Ensemble de Segments de Texte (Image, Toulouse, França) version 4.7 was used in the textual data analysis of the syllabuses, and the social representation theory was adopted as the theoretical model. ResultsData were obtained from 46 participant higher education institutions (11.7%), of which 18 were public institutions. Lexical analysis revealed the formation of two independent axes, which were composed respectively of words from the reference list of relevant books and articles included in the discipline syllabus and words related to the discipline program, indicating a lack of association between "reference list" and "text". As for the syllabus content, it was observed that the educational process should be composed of analysis, planning, and implementation, but these three steps (defined by classes) do not seem to be related or connected to each other, demonstrating a nutrition (and food) education teaching gap.

Clock hours of food and nutrition education in curricula of undergraduate nutrition programs: a two-country comparison

“…There was a predominance of courses in the Biological and Health Sciences and Professional Sciences axes in both countries, which is indicative of a professional profile centered on technical training and biological perspective, and of courses aimed at Clinical Nutrition, followed by Nutrition and Food Services -areas that employ most nutritionists and that receive a greater number of CHI at universities [8,[17][18][19][20]. Among the main professional practice areas, Public Health had the smallest number of CHI.…”

Oficina culinária como estratégia didático-pedagógica interdisciplinar na formação do nutricionista

“…Bruna Paes Lemes Freitas 1 , Camila Cremonezi Japur 2 , Ana Flávia de Sousa Silva 2 , Fernanda Rodrigues de Oliveira Penaforte 3 , Ana Elisa Madalena Rinaldi 1…”

“…A formação do nutricionista como educador durante a graduação é realizada com maior ênfase na disciplina de EAN 2 , predominantemente trabalhada pelo método tradicional de ensino através da transmissão de conhecimento, com pouco estímulo à participação ativa do estudante 3 . Adicionalmente, há priorização do desenvolvimento dos objetivos cognitivos durante a disciplina de EAN em comparação com os afetivos e ativos 4. O conhecimento técnico é relevante, porém é necessário o contato com situações reais para que os estudantes desenvolvam habilidades e atitudes que lhes auxiliem a lidar com as dificuldades na alimentação dos indivíduos e populações, em suas futuras ações educativas 5 .…”