Desafios À Reforma Curricular Em Um Curso De Graduação Em Nutrição: Relato De Experiência

Costa, Ester de Queirós; Domingues, Josiane Roberto; Malheiros, Luciana Reis; Jardim, Maria de Fátima Barros

doi:10.12957/demetra.2013.6210

Cited by 3 publications

(5 citation statements)

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“…In December 2018, the 709 existing Undergraduate Courses in Nutrition were distributed among the 27 states of the Federation [19], with a slight change occurring among the ten largest concentrations per state: São Paulo (158 courses or 22.3% of the total number), Rio de Janeiro (76 or 10.7%), Minas Gerais (71 or 10.0), Bahia (59 or 8.3%), Rio Grande do Sul (37 or 5.2%), Paraná (34 or 4.8%), Pernambuco (31 or 4.4%), Ceará (25 or 3.5%), Santa Catarina (24 or 3.5%) and Goiás (20 or 2.8%) ( Table 2). Table 2, the ten states where the highest absolute increases occurred in the number of attendance courses of Nutrition Graduation between August 2009 and December 2018 were: São Paulo (50), Rio de Janeiro (43), Bahia (40), Pernambuco (23), Ceará (20), Rio Grande do Sul (16), Mato Grosso (12), Santa Catarina and Paraíba (11), Distrito Federal, Maranhão, Pará and Sergipe (10). In terms of relative increases, the ten states that verified the highest results were: In 2009, 56.5% of the Nutrition Courses were concentrated in the Southeast Region of Brazil [3], which remained the region with the highest number of courses in 2018, with 44.6% of the total.…”

Section: The Evolution In the Number Of Face-to-face Undergraduate Comentioning

confidence: 99%

“…On the one hand, there was a great expansion in the number of courses, on the other, the LDB, the Health Reform and the National Health Conferences provided support for training projects committed to a comprehensive and universal assistance, as proposed by the SUS guidelines [11,13]. In turn, the Diretrizes Curriculares Nacionais (DCN, National Curricular Guidelines) in 2001 established provisions in the direction of strengthening training in defining the profile of the nutritionist and ratifying the social needs in the health field and the emphasis on SUS, as the guiding axis of the Projetos Pedagógicos dos Cursos (PPC, Pedagogical Projects of Courses) [12][13][14][15]20]. In the last three decades, it has been observed that private sector growth was maintained, not being reversed after 2003, when there was a relative increase in vacancies in public universities [3].…”

Section: Still According Tomentioning

confidence: 99%

“…In the last ten years, although studies on the professional training of nutritionists in Brazil [8][9][10][11][12][13][14][15][16] have been identified, no papers were found with the analysis of the evolution of the number of courses and vacancies.…”

Section: Introductionmentioning

confidence: 99%

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Eighty years of undergraduate education in nutrition in Brazil: An analysis of the 2009-2018 period

et al. 2019

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Objective To carry out an analysis of postgraduate education in Nutrition in Brazil in the period 2009-2018, including distance learning. Methods The article presents a historical-documentary analysis of the trajectory of Nutrition courses from 2009 to 2018. The bibliographic survey was carried out in the electronic databases of the Scientific Electronic Library Online, the National Library of Medicine, Google Academic databases, and through data collection in government websites and other institutions. Results In December 2018, there were 709 face-to-face and 1,094 distance learning Undergraduate Courses in Nutrition in the country. In the period, there was a 181.5% increase in the number of face-to-face courses, being 195.1% in the private sector, responsible for 89.1% of the total courses in the country. The highest concentration identified was in the Southeast Region did not change substantively in the period. Conclusion With 1,803 undergraduate courses in Nutrition in Brazil, of which the majority is composed of distance learning courses, the current scenario may be the most dramatic in the history of nutrition education in Brazil. Care must be taken to ensure that it is consistent, marked by opportunities for learning in society, in which the student can develop an investigative, critical, innovative spirit, having their professional identities clear in a multidisciplinary work team. The expansion of the offer of undergraduate courses in Nutrition did not correct regional asymmetries.

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Section: The Evolution In the Number Of Face-to-face Undergraduate Comentioning

confidence: 99%

Section: Still According Tomentioning

confidence: 99%

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Eighty years of undergraduate education in nutrition in Brazil: An analysis of the 2009-2018 period

et al. 2019

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“…In this systematic review, a Brazilian study highlighted the high number of research projects carried out on Public Health [23], a fact that, according to Costa et al [39], contributes to addressing local problems and transforming knowledge into concrete actions. However, some studies emphasize the presence of the research-teaching dichotomy in formal education, and the lecturers were predominantly focused on research activities, overlooking teaching [39][40][41].…”

Section: Checklist For Qualitative Researchmentioning

confidence: 99%

Educational training of nutritionists in Public Health Nutrition: A systematic review

et al. 2018

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, as well as in the gray literature. The steps of systematic search followed the recommendations of the Preferred Reporing Itens for Systematic Reviews and Meta-Analysis. Eligibility criteria included studies on the Public Health training in Nutrition Undergraduate courses, whose subjects were students, educators, and professionals who practice in the field of Nutrition. A total of 633 articles were identified, of which, 66 were eligible for reading and analysis of the full text and 12 were included in the systematic review. Of these, five of these 12 articles used quantitative methods, 3 used mixed methods, and 4 used exclusively qualitative methods. There was high heterogeneity among the CC BY

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“…O Brasil atual passa por um processo semelhante (Costa et al, 2013. Garcia e Silva, 2010Vieira e Tamousauskas, 2013).…”

Section: Avaliação Do Ensino Pelos Alunosunclassified

Avaliação do Ensino por Alunos

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Rocha²

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Este trabalho trata da avaliação do ensino superior pelo viés dos alunos. A partir de análise bibliográfica e documental, discute as abordagens epistemológicas da avaliação educacional, sua situação atual no Brasil e apresenta alguns critérios e modelos utilizados internacionalmente em tais avaliações. O trabalho considera o ensino como a função principal da graduação e a avaliação do ensino pelos alunos como o meio de comunicação destes como o seu curso. No Brasil, o Sistema Nacional de Avaliação do Ensino Superior (SINAES) enfatiza a necessidade da autoavaliação dos cursos de graduação e não define critérios, com o objetivo de que os próprios cursos possam definir suas prioridades e produzir as informações necessárias para a melhoria do ensino. O questionário é a ferramenta predominante quando se avalia um grande número de alunos e há muitos modelos validados que podem subsidiar o trabalho docente. A avaliação do ensino não pode ser dissociada da figura do professor e, quando bem planejada, pode contribuir tanto para o desenvolvimento docente quanto para a qualidade do ensino ministrado dentro das instituições.Palavras-chave: Avaliação de cursos, Métodos de avaliação, Avaliação institucional, Avaliação da atividade docente pelos estudantes. This work deals with the evaluation of higher education by the bias of the students. From the literature investigation and document analysis, discusses the epistemological approaches to the educational evaluation, its current situation in Brazil and presents some criteria and models used internationally in such assessments. The paper considers education as the main graduation function and evaluation of teaching by students as the way of their communication with its course. In Brazil, the National System of Higer Education Assessment (SINAES) emphasizes to need for self-assessment of courses and does not set criteria for it, for the purpose of the courses themselves define with the object of the courses can define their priorities and produce the necessary information to improve teaching. Questionnaire is the predominant tool when evaluating a large number of students and there are many validated models that can support the teaching. The evaluation of teaching cannot be dissociated from the teacher figure and, when well planned, can contribute to both teacher development and for the quality of education within institutions.

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Desafios À Reforma Curricular Em Um Curso De Graduação Em Nutrição: Relato De Experiência

Cited by 3 publications

References 6 publications

Eighty years of undergraduate education in nutrition in Brazil: An analysis of the 2009-2018 period

Eighty years of undergraduate education in nutrition in Brazil: An analysis of the 2009-2018 period

Educational training of nutritionists in Public Health Nutrition: A systematic review

Avaliação do Ensino por Alunos

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