Made available in DSpace on 2014-12-17T14:36:20Z (GMT). No. of bitstreams: 1 VeraLXP.pdf: 739385 bytes, checksum: 39e55369e3d68f24ba74cd42c7b6cab6 (MD5) Previous issue date: 2006-09-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper gives clues for the educative action in nutrition subjects. It deals about the professors experiences deployments lived in 2003 e 2004, both in Nutrition undergraduate course of the Federal University of the Rio Grande do Norte (UFRN), in Nutrition Education and Supervised Internship in Social Nutrition academic disciplines, as well as in the II Update Course in Nutrition Practices for Health Basic Care , offered to the supervisors nutritionists of internship, in this same department, being able to be characterized as an action-research, with interventionism purpose. The study stands out the importance of a new point of view about the nutritionist formation to overcome the limits imposed by the scientism, and the adoption of a complex and reflexive reference about the educational practice in this area. The corpus is made up by 81 undergraduate students alimentary autobiography (source of generating subjects for interventions with the nutritionists), 17 questionnaires and 05 interviews, being 03 of them biography (the start up for an initial dialogue with the nutritionists). The data found and the professors experiences allied to a theoretic reference, by the light of the education proposals for the XXI century were used as establishment elements for the proposition of five guidance axles used to build a complex and reflexive nutrition education, which are: 1) Take the cookery and the culture of eating together as significant elements for the human being integral formation; 2) Conceive the religion manifestations associated to feeding process as relevant elements of the human food culture; 3) Discuss the rupture nature/culture aiming the preservation of live in earth; 4) Search for the overcoming of the identity conflicts by a higher inclosing conscience degrees of being part of this process. 5) Face the limits of fragmented formation. The presented thesis stands that the autobiography method, allied to the freirean pedagogy and to a complex reference, could be taken as an important tool to the health educative subjects, contributing to the formation of reflective individuals able to transform themselves and the world. / Este trabalho apresenta pistas para a a??o educativa em nutri??o. Trata do desdobramento de viv?ncias docentes experienciadas em 2003 e 2004, tanto no curso de Gradua??o em Nutri??o, da Universidade Federal do Rio Grande do Norte (UFRN), nas disciplinas de Educa??o Nutricional e Est?gio Supervisionado em Nutri??o Social , bem como no II Curso de Atualiza??o nas Pr?ticas de Nutri??o na Aten??o B?sica ? Sa?de , oferecido ?s nutricionistas supervisoras de est?gio, pelo mesmo departamento, podendo ser caracterizada como uma pesquisa-a??o, de cunho intervencionista. O estudo ressalta a import?ncia de um novo olhar sobre a forma??o do nutricionista para a supera??o dos limites impostos pelo cientificismo, e a ado??o de um referencial complexo e reflexivo sobre o fazer educativo nesta ?rea. O corpus est? constitu?do por 81 autobiografias alimentares de graduandas (fonte de temas geradores para interven??es junto a nutricionistas), 17 question?rios e 05 entrevistas, sendo 03 biogr?ficas (ponto de partida para o in?cio de um di?logo junto ?s nutricionistas). Os dados encontrados e a experi?ncia docente aliada ao referencial te?rico, iluminados pelas propostas de educa??o para o s?culo XXI serviram como elementos fundantes da proposi??o de cinco eixos norteadores para a constru??o de uma educa??o nutricional complexa e reflexiva, que s?o: 1) Tomar o fazer culin?rio e a comensalidade como elementos significativos para a forma??o integral dos seres humanos; 2) Conceber as manifesta??es de religiosidade associadas ? alimenta??o como elementos relevantes da cultura alimentar humana. 3) Discutir a ruptura natureza/cultura visando a preserva??o da vida da Terra; 4) Buscar a supera??o dos conflitos identit?rios pela consci?ncia de graus de pertencimento mais abrangentes; 5) Enfrentar os limites da forma??o fragmentadora. A tese apresentada ? a de que o m?todo autobiogr?fico, aliado ? pedagogia freireana e a um referencial complexo, pode ser tomado como uma ferramenta importante para o trabalho educativo em sa?de, contribuindo para a forma??o de sujeitos capazes de refletir para transformar a si e ao mundo