2016
DOI: 10.1590/1678-98652016000600012
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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 … Show more

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Cited by 4 publications
(3 citation statements)
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“…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.…”
Section: Discussionmentioning
confidence: 99%
“…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.…”
Section: Discussionmentioning
confidence: 99%
“…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…”
Section: Oficina Culinária Como Estratégia Didáticopedagógica Interdi...unclassified
“…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 .…”
Section: Introductionunclassified