Teaching plan guided by active methodologies of applied teaching in courses of good handling practices in food services: Vigil Sanit Debate, Rio de Janeiro, 2023, v.11: e02137 | Published on: 05/10/2023

• Autor(a) principal: de Sousa Cunha, Antonia
• Data de Publicação: 2023
• Outros Autores: Araujo Wagner, Saionara, Augusto Marchionatti Avancini, César
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Vigilância Sanitária em Debate
• Texto Completo: https://visaemdebate.incqs.fiocruz.br/index.php/visaemdebate/article/view/2137
• topic: Boas Práticas de Manipulação de Alimentos; BPM; Metodologias Ativas; Good Handling Practices of Food; GHP; Active Methodologies; Buenas Prácticas de Manipulación de Alimentos; BPM; Metodologías Activas; Curso de Buenas Prácticas de Manejo

Introduction: Didactic methods and resources for teaching influence the learning process. Objective: To elaborate and apply a Teaching Plan in Good Handling Practices (GHP) courses intended for food services, adopting active methodologies in its pedagogical project. Method: Experimental design was “before-and-after”, using theoretical knowledge and behaviors adopted in GHP as learning indicators. A questionnaire was applied (with ten questions) to assess theoretical knowledge, and to assess students’ behaviors, a problem-situation was simulated, where a food handler performed procedures, and each participant should identify what was right and what was wrong (14 behaviors). Results: Applied in courses provided by Senac/RS, the sample encompassed 5 classes, totaling 114 students, with the following schooling degrees: Elementary School (n = 22 –19.3%), High School (n = 53 – 46.5%), and Higher Education (n = 39 – 34.2%). There was a statistically significant increase in theoretical knowledge acquired, with average correct answers of 7.13 before and 8.94 after the course. Median was 8, with lower quadrant (Qu.in) 6 and upper quadrant (Qu.su) 8 before, and median 9, with Qu.in 8 and Qu.su 10 after the course. Similarly significant was the increase in recognition and adoption of adequate behaviors in GHP with mean values of 4.36 before and 7.56 after the course. The median of behaviors was 5, with Qu.in 2 and Qu.su 7 before, and 8, with Qu.in 7 and Qu.su 11 after the course. Conclusions: There was an increase in the number of correct answers after the course at every education level; however, the higher the education level, the higher the number of correct answers in the questionnaire and of behaviors correctly identified in the problem situation.