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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/49843
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dc.creatorVivian Lara dos Santos Silvapt_BR
dc.creatorFausto Makishipt_BR
dc.creatorMarcus Vinicius Magossipt_BR
dc.creatorIzabel Cristina Freitas Moraespt_BR
dc.creatorCarmen Sílvia Fávaro Trindadept_BR
dc.creatorPaulo José do Amaral Sobralpt_BR
dc.date.accessioned2023-02-10T10:49:26Z-
dc.date.available2023-02-10T10:49:26Z-
dc.date.issued2018-10-
dc.citation.volume7pt_BR
dc.citation.issue2pt_BR
dc.citation.spage1pt_BR
dc.citation.epage16pt_BR
dc.identifier.doihttps://doi.org/10.7455/ijfs/7.2.2018.a1pt_BR
dc.identifier.issn2182-1054pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/49843-
dc.description.resumoWhat is the profile of Food Engineering education in Brazil? Are we following the contemporary professional renewal trend? Driven by these questions, the present study analyzed data regarding 21 academic courses,which represent approximately 22% of the total bachelor’s degree in food engineering courses offered in the country. Samples were defined considering a Brazilian annual ranking of undergraduate programs: very good (four stars) and excellent (five stars). Next, information was recovered from both the Brazilian Ministry of Education and institutional homepages of each analyzed program. The results suggest that food engineering programs exhibit relative identity, naturally due to their history and the path of each program and their faculty, shaping particularities in how fields of knowledge are constituted, in addition to their representativeness in the total workload of the program. However, initial analysis is suggestive regarding understanding that Brazil is not properly doing its homework, based on global movement, concerning food engineering education. The need to rethink Brazilian technical education, without culminating in additional workload, is emphasized, not only regarding new materials and technologies for learning and teaching, but also in terms of bringing a human and market approach. The achievement of this complex goal seems to be provided by the encouragement of student associations, transversal learning processes, and learning experiences outside the classroom as a means of improving undergraduate programs and human resources.pt_BR
dc.description.sponsorshipCNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológicopt_BR
dc.description.sponsorshipFAPESP - Fundação de Amparo à Pesquisa do Estado de São Paulopt_BR
dc.description.sponsorshipOutra Agênciapt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentICA - INSTITUTO DE CIÊNCIAS AGRÁRIASpt_BR
dc.publisher.initialsUFMGpt_BR
dc.rightsAcesso Abertopt_BR
dc.subject.otherEngenharia - Estudo e ensinopt_BR
dc.subject.otherTecnologia de alimentospt_BR
dc.subject.otherUniversidades e faculdades - Currículospt_BR
dc.subject.otherEnsino superiorpt_BR
dc.subject.otherEnsino superior - Pesquisapt_BR
dc.titleAre we doing our homework? An analysis of food engineering education in Brazilpt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://www.iseki-food-ejournal.com/ojs/index.php/e-journal/article/view/396pt_BR
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