O curso técnico em nutrição e dietética integrado ao ensino médio: do currículo prescrito às narrativas de docentes e egressos

Abstract

This dissertation contributes to the field of curriculum studies. It originates from the following research problem: How has the Technical Course in Nutrition and Dietetics Integrated with Secondary Education in the municipality of Mossoró - RN developed in curricular terms, based on the narratives of faculty and alumni? The general objective is to investigate the curriculum experienced by teachers and graduates of the Technical Course in Nutrition and Dietetics Integrated with Secondary Education in Mossoró – RN. Regarding the specific objectives, the study aims to: i. Analyze the prescribed curriculum of the Technical Course in Nutrition and Dietetics Integrated with Secondary Education in Mossoró – RN through its pedagogical course project; ii. Highlight the experienced curriculum in the Technical Course in Nutrition and Dietetics Integrated with Secondary Education in Mossoró – RN based on faculty and alumni narratives; and iii. Identify factors that (do not) enhance teaching and learning in the Technical Course in Nutrition and Dietetics Integrated with Secondary Education in Mossoró – RN based on the narratives of teachers and graduates. Regarding the methodological design, this study is conceived as qualitative. Data production techniques included documentary analysis of the Pedagogical Project of the Technical Course in Nutrition and Dietetics in Mossoró – RN, as well as semi-structured interviews conducted with three teachers/nutritionists working in the course at two state schools in Mossoró – RN and six alumni of the aforementioned course. The investigation is grounded in critical authors regarding curriculum and professional education, as well as research in teaching; among the main authors cited are Demerval Saviani, Acácia Kuenzer, Gaudêncio Frigotto, and Gimeno Sacristán. As primary considerations, it is emphasized that a gap was identified between the prescribed curriculum and the curriculum lived by teachers and alumni, especially concerning the minimum physical structure required for the course, the working conditions of technical area teachers, the perceptions of graduates about the course, and the existing evaluation processes for teaching and learning. The research also captured that, on the other hand, the faculty is recognized as the main factor in strengthening the Technical Course in Nutrition and Dietetics.