Conceptions of the extension student group about the competencies of the nutrition graduate

Abstract

Given the complexity involved in any educational action in food and nutrition, university professional training of teachers and students participating in this process becomes relevant. University Extension is part of a reformist university model, where extension has been synonymous with commitment, inclusion, dialogue and social appropriation. Among the proposed projects, the Experiential Education Extension Practices (PEEE) are part of the Institutional Development Plan of the Extension Secretariat and through them, students interact and intervene in the social, cultural and productive environment to which they belong. involving, outside the classroom, different actors and institutions, promoting outside training. The methodological design consisted of a study with a qualitative-quantitative, descriptive approach, through discourse analysis, to interpret what was discursively expressed in the final reports and in the interviews and then relate them to the competencies expected at the end of the degree. It was recorded that they took the PEEE during the third year of the degree as part of the program of a subject and it constituted a fundamental requirement to obtain regularity. This makes it clear that those students who do not have the opportunity to participate in a PEEE are left out of field experience activities until perhaps the fifth year when the Professional Practice subject must be taken. This is why greater dissemination and curricularization of PEEE in subjects within the first years of the degree would contribute to the early addressing and resolution of real problems, within the framework of a complete social context.