2012
DOI: 10.1590/s1516-73132012000300011
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Abstract: Apresenta-se a análise de um processo de reforma curricular vivenciado por professores formadores de nutricionistas, iniciado em 2007. Objetiva-se contribuir para a discussão desse tema, ainda pouco explorado na literatura sobre formação de nutricionistas. Utilizou-se questionário, enviado, em 2009, por meio eletrônico. As questões seguiram orientação do Projeto Pedagógico do Curso. Participaram 23 professores responsáveis por 21 das 37 disciplinas do período avaliado. Revelou-se dificuldade docente para impla… Show more

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Cited by 3 publications
(4 citation statements)
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“…It is pointed out the lack of formal and specific qualification for teaching as a factor of singular relevance in the area of health. 25,33,35,41,45 It is understood that, in most cases, teaching occurs in a reproductive, intuitive or affinity manner; the teacher sees himself more as a professional specialist or researcher than as a teacher. 19,25,41,45 It is emphasized, through reports of teachers in the texts analyzed, the need to know the AMs to apply them in their teaching practice.…”
Section:  Knowledge Of Teachers In the Health Area On Active Methodologiesmentioning
confidence: 99%
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“…It is pointed out the lack of formal and specific qualification for teaching as a factor of singular relevance in the area of health. 25,33,35,41,45 It is understood that, in most cases, teaching occurs in a reproductive, intuitive or affinity manner; the teacher sees himself more as a professional specialist or researcher than as a teacher. 19,25,41,45 It is emphasized, through reports of teachers in the texts analyzed, the need to know the AMs to apply them in their teaching practice.…”
Section:  Knowledge Of Teachers In the Health Area On Active Methodologiesmentioning
confidence: 99%
“…25,33,35,41,45 It is understood that, in most cases, teaching occurs in a reproductive, intuitive or affinity manner; the teacher sees himself more as a professional specialist or researcher than as a teacher. 19,25,41,45 It is emphasized, through reports of teachers in the texts analyzed, the need to know the AMs to apply them in their teaching practice. It is observed that the insecurity and lack of preparation of teachers to develop practical, scientific and didactic-pedagogical skills that meet the NCDs led to common doubts among teachers of the selected articles: "what strategy to use?"…”
Section:  Knowledge Of Teachers In the Health Area On Active Methodologiesmentioning
confidence: 99%
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“…No entanto, estudos realizados com professores de Nutrição identificaram dificuldade para implantar metodologias ativas de ensino-aprendizagem e avaliar competências e habilidades, constatando a necessidade da formação pedagógica para a mudança de práticas de ensino no curso de Nutrição. 25,26 Outros problemas estão presentes, como o processo de avaliação na formação, quando se baseia na competência, no mérito e na produtividade como categorias orientadoras das condições docentes e discentes. Há ainda outros elementos presentes nesse processo que nem sempre ficam evidentes, como quando se toma por indicadores de qualificação a inserção no mercado de trabalho.…”
Section: Formação Do Nutricionista No Mundo Contemporâneounclassified