NUTRITIONIST TEACHING TRAINING: INTEGRATIVE REVIEW

Abstract

For a long time, the training of teachers in the field of nutrition was carried out through technical knowledge and didactics mirrored in the examples of teachers. Currently, the training of nutritionists as teachers comes mainly from postgraduate programs and is inefficient due to the lack of specific content that emphasizes pedagogical training and teaching practice. The aim of this study is to describe and analyze the production on nutritionist teacher training over the last 20 years. Based on an integrative literature review, nine articles were selected that met the eligibility criteria. The results indicate that the pedagogical formation of nutritionist teachers is carried out through Stricto Sensu Postgraduate Programs, and this is considered insufficient. Inadequate teaching qualifications leave room for teachers to apply a pedagogical practice that is restricted to reproducing previously learned models or repeating their daily experience, generating an incidental, non-reflective and naturalized formation. Teacher training for quality higher education, with pedagogical characteristics aimed at developing a critical and reflective professional, is necessary so that the person being trained can position themselves as a competent citizen and professional. However, the training of nutritionist teachers has many gaps that need to be filled through content that addresses and discusses theories of education, the formative process, and pedagogical practices.