Projeto político pedagógico do curso de graduação em Nutrição na Universidade Federal de Mato Grosso : entre o pensado e o executado

• Autor(a) principal: Negrão, Rayane Cristine Provin
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Monografias da UFMT
• Texto Completo: http://bdm.ufmt.br/handle/1/143
• topic: CNPQ::CIENCIAS DA SAUDE::NUTRICAO; Projeto Político Pedagógico; Graduação em Nutrição; Formação em Saúde; UFMT; Pedagogical Political Project; Degree in Nutrition; Health Training; Education

This paper takes part into the discussions on the formation of nutritionists professional, having as it’s main object the analysis of the Pedagogic Political Project (PPP) of the undergraduate degree in Nutrition at the Federal University of Mato Grosso (UFMT - in portuguese), based on the National Curriculum Guidelines (DCN - in portuguese) for undergraduate courses in Nutrition and the guidelines from Ministries of Health (MS - in portuguese) and Education (MEC - in portuguese), all located in Brazil. The goal is to analyze the PPP implementation at UFMT, in the course mentioned above, focusing the efforts on the pedagogical approach and practice scenarios. The study method chosen was the qualitative approach, taking as a reference Minayo (2008). The research instruments were based on documentary resources, analysis of legislation, dissertations, theses and articles discussing the issue that supported the preparation of the model for semi-structured interview, which was applied to 09 teachers who teach regular classes of Nutrition at UFMT. The study indicates that the PPP is designed according to the DCN, MS and MEC recommendations, however, by being at implementation phase it is characterized as “instituinte”(with no equivalency in english), meaning that it has some divergences when applying the theory into practice, according to Pereira (2008). The implementation of the discipline “Integrative Activity” in the course plays an important role in the proposed pedagogical approach and insertion of new practice settings, but identifies the need for ongoing training of teachers so that the PPP might become concretized in its entirety.