Perceptions of students on the use of active methodologies in the discipline Nutrition Therapy of Gestation to Adolescence of the Nutrition course of a University in Curitiba-PR

Abstract

The demands of modern society demand a transformative education. Professionals with a critical-reflexive profile and able to work properly in teams is essential, which requires the use of new teaching-learning methodologies. A challenging aspect in the application of these methodologies concerns the student, as the student is not always prepared for change and there are doubts about the effectiveness of learning from a distant perspective from the traditional one. Thus, this article aims to evaluate students’ perceptions about the use of active teaching-learning methodologies in a clinical area discipline of the undergraduate Nutrition course of a University of Curitiba. Descriptive study, type experience report, elaborated in the context of the use of active methodologies in a discipline taught in the fifth period of the Nutrition Course and held in the first semester of 2017. It was based on questionnaires conducted by students in two moments, in the middle and at the end. of discipline. The questions sought to raise students’ perceptions about the teaching-learning process, understanding the student profile as a team component; the student’s effort in relation to the process; positives and negatives of the method and its relation to the practice. The class in question had 43 students, 86% women. Through the analysis of the reports, it is observed that the students made a positive evaluation of the method, especially in the specific focus of interaction and knowledge sharing among peers. In addition, it was evidenced that the essentiality of the method concerns the stimulation of student autonomy, which is a fundamental component for meaningful and lasting learning.