Educação nutricional através do processo de ensino aprendizagem baseado na metodologia da problematização

Abstract

Current demands indicate the necessity to think different ways to teach health and the development of strategies and educational materials is of fundamental importance. Thus, the application of a work that aims to nutrition education should be conducted in schools, in seeking to take with full awareness and responsibility acts related to food. Therefore, considering the relevance of the subject, the institutional support of the City Hall of Uruguaiana / RS and the fact that there are still knowledge gaps in relation to obesity epidemiology in our region and state, this study aimed to evaluate the methodology of Curriculum (MP) as a pedagogical tool for the process of Nutrition Education in the training of students and teachers of Science and Physical Education (PE) in the city of Uruguaiana / RS. The first time was made an investigation of the percentage of students with overweight and obesity in municipal public schools, with the participation of about 3,000 students and resulting in the prevalence of 29.6%. Soon after, the first step was to sensitize teachers of subjects of EF and Sciences, through a training. It consisted of lectures and discussions to raise awareness, provide information and promote discussions and reflections on the issue in order to have the support and especially the participation of teachers in the implementation process of educational activities aimed at ES about eating behaviors. Were asked 28 teachers of physical education and 33 of Sciences of the city public school system, in which they achieved support and the opportunity to discuss the difficulties, achievements and expectations that this type of work can offer. Presented to MP teachers, and the challenge of developing interdisciplinary activities between the areas of Science and EF-related health issue was launched with the help of this methodology, making them this way multipliers of this research. To work with the MP, was used as a basis the arc outline drafted by Charles Maguerez and presented by Bordenave and Pereira. The MP steps provide the search for possible alternative solutions or ways to alleviate a problem that is actually disturbing or harming the environment, or the observed reality. This methodology part of a critique of traditional education and proposes a differentiated instruction, whose questioning of reality and the search for solutions, enable the development of critical thinking of the student. From the activities developed in the training provided and in partnership with researchers who developed studies in this line of education and health in school with the results of interventions built up an e-book in order to give educational support to deal with the theme in different areas and levels of education. In general, students have some resistance to problem solving, according to the difficulties they face in this activity, so from the results presented, demonstrates the importance of the development of methodological proposals to allow the students expand their own knowledge through an active and interactive participation, seeking to improve the quality of education. Thus the activities are meaningful and make the classroom a more attractive environment.