O currículo de nutrição do Rio de Janeiro e sua interface com as ciências sociais: diálogos epistemológicos

Abstract

Historically, Nutrition was based in biomedical science, what influences the profile of the nutritionist formation until today. One can not deny the importance and need of the biomedical content for the nutritionist formation, however, based on the notion of generalist professional defended in the nacional curriculum guideline (DCN) of nutrition course, it is understood that this formation requires dialogs with several areas of knowledge, like social and human sciences (CSH). This thesis aimed to investigate the epistemological basis of curriculum of nutrition courses in Rio de Janeiro. It also investigated the trends and elements of nutritionist formation that has been prioritized on curriculum, as well as the way how CSH has been incorporated (or not) to undergraduate course Nutrition. The documents was collected directly with the participating universities of the study, as well as was done a survey of secondary sources which were also part of the analysis. As method it was used dialectical historical materialism and adopted the dialectical epistemology. In order to instrumentalize the epistemological research, it was built a schematic model based on the discussion of Gamboa (1998), that was called paradigmatic scheme of the research of nutrition formation. This instrument guided the analysis of the study material. It was a special focus of this work investigate the articulation between the nutrition formation and the social sciences contents. For that it sought understand how this articulation occurs in the formal curriculum through the PPCs of courses and guidance documents of formation, such as DCNs Nutrition, entities documents like CFN, CRN4, ENEN and OPSAN. The analysis of documents from the Universities of Rio de Janeiro, as well as of secondary sources, allowed check that speech about the need to approach with the CSH is still placed in a theoretical sphere and not are contemplated in theoretical and methodological approaches adopted by the documents analyzed. Was identified in the subjects of the investigated courses that the approach of content of CSH is still modest, punctual and little interdisciplinary. An important finding reached by this study is related to the reduction of the professional qualification by the notion of competence, since even the documents that present a criticism to the formation model technicist, maintains its theoretical discussions within the scope of skills and abilities