Grupos de educação nutricional em dois contextos da América Latina: São Paulo e Bogotá

Vincha, Kellem Regina Rosendo; Cárdenas, Alexandra Pava; Cervato-Mancuso, Ana Maria; Vieira, Viviane Laudelino

doi:10.1590/1807-57622014.0116

Cited by 12 publications

(20 citation statements)

References 12 publications

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“…Identificar, comparar, desenvolver e utilizar materiais informativos e educativos que apoiem as ações de EAN, contextualizados à realidade sociocultural e econômica do grupo, constituem competência do nutricionista nesse campo de atuação, 15 e a utilização de materiais educativos pode favorecer a ação desenvolvida. 2 Assim, o material precisa ser um facilitador do processo e não o foco principal da ação ou, então, algo que interfira na comunicação no grupo. O uso de materiais construídos a partir do Guia Alimentar para a População Brasileira foi destacado pelo aluno do G1 (Quadro 1).…”

Section: Sempre Há Algo Que Poderia Ter Sido Diferente Que Poderia Sunclassified

Innovation in Nutrition Undergraduates Training: The Use of Field Diary in Food and Nutrition Education Groups

Vieira

Santos²,

Andrade

2017

DEMETRA

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Demetra; 2017; 12(4); 959-977 960 do espaço que teve para relatar sua experiência, contemplando suas dificuldades e avanços. Palavras-chave:Educação Alimentar e Nutricional. Nutricionistas. Educação em Saúde. Educação Superior. Capacitação de Recursos Humanos em Saúde. AbstractObjective: To describe the use of field diary as a training strategy for undergraduate students in the facilitation of groups of food and nutrition education. Methodology: Twelve reports of field diaries produced by undergraduate students (G1 and G2) were used, who facilitated groups of food and nutrition education constructed upon the benchmarks of Operative Group, from the Food and Nutrition Reference Center -CRNutri. After each of the six meetings, the students wrote their diaries, containing a detailed description of the meetings and their perceptions about the group. To evaluate the facilitation process, the contents of the diaries were confronted with skills and competencies required to a nutritionist in food and nutrition education. The group process was characterized by the evaluation of the Operative Group vectors. Results and Discussion: Fourteen skills and competencies were identified. Changes in facilitation held by students were noticeable, such as: the need for preparation prior to the meeting, the search for complementary theoretical references, self-perception of the initial difficulties and reflection on the educational process. The evaluation of the Operative Group vectors (learning, communication, belonging, cooperation, pertinence and tele) was identified in both groups, showing how the group process was built throughout each meeting. Conclusions: The field diary, inserted in the student training process, represented not only an instrument which explained how training was taking place, but also provided an opportunity to reflect on the work done, given the scenery students had to report their experience, contemplating their difficulties and advances.

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Section: Sempre Há Algo Que Poderia Ter Sido Diferente Que Poderia Sunclassified

Innovation in Nutrition Undergraduates Training: The Use of Field Diary in Food and Nutrition Education Groups

Vieira

Santos²,

Andrade

2017

DEMETRA

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“…This indicates a majoritarian thinking of information sufficiency, i.e. the knowledge about the risks would be enough for people to adopt healthy eating habits [21][22] .…”

Section: Approaches To Teaching Nutrition Education and Pedagogical Smentioning

confidence: 99%

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

et al. 2016

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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.

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“…Como lembram Vieira et al 33 , medidas efetivas de enfrentamento da insegurança alimentar exigem estratégias educativas que estimulem a autonomia e a participação popular. Nessa direção, os princípios da Educação Popular sistematizada por Paulo Freire, são alternativas promissoras para as abordagens educativas na área 34 .…”

Section: Sobre a Qualificação Das Ações Educativas Em Anunclassified

Práticas educativas em Segurança Alimentar e Nutricional: reflexões a partir da experiência da Estratégia Saúde da Família em João Pessoa, PB, Brasil

Vasconcelos

Magalhães

2015

Interface (Botucatu)

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Buscou-se analisar os principais desafios e perspectivas das ações educativas em Segurança Alimentar e Nutricional (SAN), a partir da experiência da Estratégia Saúde da Família (ESF) em João Pessoa. Foi realizado um estudo de caso exploratório de natureza qualitativa, que envolveu consulta documental, entrevistas semiestruturadas e observação local. Conclui-se que, apesar dos avanços no que se refere às dinâmicas de expansão e consolidação da ESF no município, persistem importantes desafios para a introdução da abordagem da SAN nas práticas educativas locais. Variáveis contextuais, tais como a baixa qualificação das equipes, a alta rotatividade dos profissionais e a fragilidade na integração entre os serviços de saúde e as comunidades, emergiram como aspectos a serem superados.

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Grupos de educação nutricional em dois contextos da América Latina: São Paulo e Bogotá

Cited by 12 publications

References 12 publications

Innovation in Nutrition Undergraduates Training: The Use of Field Diary in Food and Nutrition Education Groups

Innovation in Nutrition Undergraduates Training: The Use of Field Diary in Food and Nutrition Education Groups

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

Práticas educativas em Segurança Alimentar e Nutricional: reflexões a partir da experiência da Estratégia Saúde da Família em João Pessoa, PB, Brasil

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