Alimentos e alimentação : integrando conhecimentos básicos e técnicos no ensino médio integrado

Abstract

This work, developed in the Professional Master's Program in Professional and Technological Education (ProfEPT), from the Federal Institute of Education, Science and Technology Farroupilha, Campus Jaguari, had the theme "Food and Food: Integrating Basic and Technical Knowledge in Integrated High School”. Its objective was to identify the impact of a contextualized and integrated didactic proposal on the training of students in the first year of the Integrated Technical Course in Food at the Federal Farroupilha Institute, Campus São Vicente do Sul based on the theme of food. It is a qualitative research of the type of action research. The study took place in two stages: 1) Application of a food frequency questionnaire (FFQ), quantitative, self-applied, and in an electronic version to identify students' eating habits; 2) Pedagogical intervention, where the didactic proposal was developed, which is configured as the educational product of this dissertation. Educational practice addressed the relationship between the basic core subjects and the course techniques, relating them to the theme of food. The activities were based on the Questioning Methodology based on the Maguerez arc, as a guide for the research, where they were divided into five stages: 1) Observation of reality; 2) Identification of Problems - Key points; 3) Theorization; 4) Solution hypotheses; 5) Application to reality. The research was developed in the discipline of Physical Education, where students were divided into five groups, by areas of knowledge Human Sciences, Natural Sciences, Languages, Mathematics and Technical Area, with each group researching in the Pedagogical Course Project (PPC), internet, in the institution, and teachers can help with doubts and questions made by students. The data collection for this stage was based on the researcher's observation and records in the field diary. From the results it was observed that the daily energy intake of macronutrients was within the nutritional recommendations recommended by the DRIs (Dietary Reference Intakes), and the consumption of food according to the degree of processing, presented relevant results, as it had a low intake of processed foods and an increase in consumption of fresh and minimally processed foods. About the development of the integrated and contextualized didactic proposal, it occurred in a satisfactory way, as the students were able to relate the food theme with the basic and technical disciplines of the course, where they could have a differentiated understanding of knowledge, experiencing the integration of the basic and technical disciplines. It is believed that the insertion of integrated practices as a possibility for the development of the integrated curriculum, so that the student can establish himself as the one who builds his own learning and starts to see the teacher as the mediator of this process is fundamental, because through this research it was noted the contribution to the formation of a critical, reflective subject capable of transforming his reality.