?Perceptions on Food and Nutrition Education Of the academic community of the Schools of Nutrition and Dietetics Of the University of Antioquia (UdeA)- Colombia, and the National University of Córdoba?

ALZATE YEPES, T; CÁRDENAS, V. ; DEL CAMPO ML; TAMAYO, AL; MARTINICH EM; BERGERO M; GIRALDO, P.; JÍMENEZ, K.

Buenos Aires

Congreso; IUNS - 21st International Congress of Nutrition; 2017

Sociedad Argentina de Nutrición

Background and objectivesIn 2011, FAO conducted a study on best practices in nutritional education in South America and found that 43.6% of the participating programs in the region rated good practices; The study in Colombia reported 30% and in the case of Argentina, 33% of the programs described as good practices. Objective: To determine and to understand the perceptions that professors and students have of the careers of Nutrition and Dietetics about Food and Nutrition Education and to relate them to the criteria of Good Practices in this field, referring to the change of alimentary habits.MethodsQualitative research, through semi-structured surveys and focus groups. The sample was composed of 86 students and 31 professors of the UdeA, and 174 y 37 of the National University of Córdoba (UNC) during the year 2015, and content analysis was carried out following the Minayo method.ResultsFor UdeA students there is a full connection between pedagogical references and eating habits; they propose the nutritional education in function of the change of habits improper, defined by the nutritionist reason why the valid knowledge is the one that it owns; For their part, those of the UNC perceive contradictions between the subjects that develop content on Nutrition Education, since the model in which the subject is theoretically positioned becomes in tension with the type of practice performed by the teacher. According to UdeA teachers, the nutritional education is recognized as a transmission, promoted by the hidden curriculum exercised by teachers of the basic scope and discipline of knowledge; In the UNC the Nutritionist educator can be conceived with predominant traits as facilitator and transmitter that seeks the modification of the alimentary practices from a process, considered of long term, since it implies profound changes in the social and cultural life of the subjects.ConclusionsIn both universities, they conceive of nutritional education as a process, which is expressed in the transmission of knowledge, from a manifest intention of transcending the educational level of information, towards a change in dietary practices, to constructions involved in social development, which are sometimes incompatible with each other