Nutrition students' experiences with constructing a portfolio about food and culture

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dc.citation.issue1
dc.citation.volume73
dc.contributor.authorSabatini, Fernanda
dc.contributor.authorPereira, Patricia da Rocha [UNIFESP]
dc.contributor.authorDevincenzi, Macarena Urrestarazu [UNIFESP]
dc.contributor.authorAburad, Luiz
dc.contributor.authorScagliusi, Fernanda Baeza
dc.contributor.institutionUniversidade Federal de São Paulo (UNIFESP)
dc.coverageHoboken
dc.date.accessioned2020-10-30T18:46:28Z
dc.date.available2020-10-30T18:46:28Z
dc.date.issued2016
dc.description.abstractAimThis study aimed to analyse nutrition students' experiences with constructing a portfolio about food and culture. The study examined what was gained from the experience at its completion and retained after a period of 1 year. MethodsFor the module Human food in historical and social contexts', nutrition undergraduate students were required to create a portfolio. Twenty-nine (of 49) students agreed to have their portfolios analysed in this qualitative study. The messages that were kept and recorded during the development of the portfolio were analysed by the discourse of collective subject method (DCS). Eleven students also participated in focus groups aimed to assess the impact of the portfolio on the students, as well as the process of its creation, in the long term. Transcripts of the focus groups were analysed using the DCS method. ResultsIn the portfolios, we noted important messages linking eating to history, culture, respect and commensality. In the focus groups, students highlighted that the portfolio helped them to reflect and to change their view of nutrition. The creation of the portfolio was considered exciting, involving and demanding. ConclusionsThrough the analyses of the portfolio and the focus groups, it was possible to observe that students were stimulated towards a critical, humanised and complex practice that respected the historical, social, cultural, sensorial, nutritional and political nature of eating. The portfolio seemed a suitable learning method for complex themes, such as food and culture, providing a different and collaborative formation process.en
dc.description.affiliationUniv Fed Sao Paulo, Santos, SP, Brazil
dc.description.affiliationUniv Sao Paulo, BR-01246904 Sao Paulo, SP, Brazil
dc.description.affiliationUnifespUniv Fed Sao Paulo, Santos, SP, Brazil
dc.description.sourceWeb of Science
dc.description.sponsorshipConselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)pt
dc.description.sponsorshipFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)pt
dc.description.sponsorshipIDCNPq: 309121/2012-4pt
dc.description.sponsorshipIDFAPESP: 2012/20509-2pt
dc.format.extent95-102
dc.identifierhttps://onlinelibrary.wiley.com/doi/full/10.1111/1747-0080.12236
dc.identifier.citationNutrition & Dietetics. Hoboken, v. 73, n. 1, p. 95-102, 2016.
dc.identifier.doi10.1111/1747-0080.12236
dc.identifier.issn1446-6368
dc.identifier.urihttps://repositorio.unifesp.br/handle/11600/58476
dc.identifier.wosWOS:000369829800013
dc.language.isoeng
dc.publisherWiley-Blackwell
dc.relation.ispartofNutrition & Dietetics
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.subjectCultureen
dc.subjectEducational measurementen
dc.subjectFooden
dc.subjectLearningen
dc.subjectPortfolioen
dc.titleNutrition students' experiences with constructing a portfolio about food and cultureen
dc.typeinfo:eu-repo/semantics/article
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