Are we doing our homework? An analysis of food engineering education in Brazil

Página do item simplificado
dc.creatorVivian Lara dos Santos Silva
dc.creatorFausto Makishi
dc.creatorMarcus Vinicius Magossi
dc.creatorIzabel Cristina Freitas Moraes
dc.creatorCarmen Sílvia Fávaro Trindade
dc.creatorPaulo José do Amaral Sobral
dc.date.accessioned2023-02-10T10:49:26Z
dc.date.accessioned2025-09-08T22:58:47Z
dc.date.available2023-02-10T10:49:26Z
dc.date.issued2018-10
dc.description.sponsorshipCNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico
dc.description.sponsorshipFAPESP - Fundação de Amparo à Pesquisa do Estado de São Paulo
dc.description.sponsorshipOutra Agência
dc.identifier.doihttps://doi.org/10.7455/ijfs/7.2.2018.a1
dc.identifier.issn2182-1054
dc.identifier.urihttps://hdl.handle.net/1843/49843
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.rightsAcesso Aberto
dc.subjectEngenharia - Estudo e ensino
dc.subjectTecnologia de alimentos
dc.subjectUniversidades e faculdades - Currículos
dc.subjectEnsino superior
dc.subjectEnsino superior - Pesquisa
dc.titleAre we doing our homework? An analysis of food engineering education in Brazil
dc.typeArtigo de periódico
local.citation.epage16
local.citation.issue2
local.citation.spage1
local.citation.volume7
local.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.
local.publisher.countryBrasil
local.publisher.departmentICA - INSTITUTO DE CIÊNCIAS AGRÁRIAS
local.publisher.initialsUFMG
local.url.externahttps://www.iseki-food-ejournal.com/ojs/index.php/e-journal/article/view/396

Arquivos

Pacote original

Agora exibindo 1 - 1 de 1
Imagem de Miniatura
Nome:
Are we doing our homework - An analysis of food engineering education in Brazil.pdf
Tamanho:
612.17 KB
Formato:
Adobe Portable Document Format
Baixar

Licença do pacote

Agora exibindo 1 - 1 de 1
Imagem de Miniatura
Nome:
License.txt
Tamanho:
1.99 KB
Formato:
Plain Text
Descrição:
Baixar

Coleções

Artigo de Periódico

Logo UFMG