Whenever we speak of educational models, the head comes to classroom lectures, but there are other educational models such as the teaching of tics and values , and let's talk about today is so important how are you, is the education of food-nutritional programs in public health.
This education is of such theorizing, verbal, and from the perspective of educators, without contacting the students with the reality of health institutions to interact critically with patients and staff implementing the programs.
One of the problems that arise in learning food and nutrition in public health is the lack of trained teachers for the implementation of participatory programs with students. Professor authoritarian, and lacking in humility, leads to mastery of knowledge environment in which there is no room for participation and innovative skills of students and community with whom we work. Incorporating students
programs of primary health care with the concept of "Integrating teaching service" dates from the seventies, when interest begins to carry out practical training of health professionals in institutions.
In 1979, WHO brings together 20 of the powers innovative, forming a network of collaborating institutions, setting objectives:
• Strengthen educational activities aimed at community based on specific problems.
• Improve the ability of teachers to teach the community-oriented practice.
• Promote and coordinate the introduction of the concept of population health in the systems of health services and education programs.
• Work with innovative institutions to improve health care
According to this program, training of health human resources, must respond to the needs of society, so that the student be incorporated to the practical processes of teaching, research and care in health services.
The study is based on critical-interpretative epistemology, in which not only plays a critical educational reality, but are generated proposals for change with the participation of the subjects of teaching and learning process. The methodology is participatory action research, where social actors involved in the analysis of quantitative and qualitative data to everyday educational practice experienced by students, academics and health workers, using the techniques of ethnographic participant observation, survey and workshops of self-reflection to define the actions of transformation.
is a case study of the learning units "Nutrition Applied to the Community" and "Professional Practices Seminar and Research in Community Nutrition."
To conduct the study and analysis of the case, using various methodological procedures organized into three-dimensional analysis described below
- Educational Dimension: Referring to the analysis of educational content and methodology used for learning and assessment skills in the area of \u200b\u200bfood and nutrition in public health
- Dimension technique for diagnosis: Regarding the methodology used to conduct the situational analysis of anthropometric nutritional status, food consumption and the determinants and constraints of a population to develop and implement dietary-nutritional programs.
- Evaluation of perceptions of learning skills for students facilitators: Analysis of the perceived level of student learning to play the role of facilitator in the development of situational analysis, planning and implementation of health and nutrition programs .
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