Workshop cycle “Sentidos do Comer”: analyses of a formative experience with nutrition students

Abstract

This study aimed to describe and analyze the experiences of Nutrition students during the "Sentidos do Comer" Workshop Cycle. It is a qualitative study guided by semi-structured interviews based on the narrative writing method, involving four students from a federal public university. The interviews were recorded, transcribed, and analyzed using content analysis. Thematic categories were developed, indicating that students' participation in the Workshop Cycle was motivated by an interest in Nutrition beyond a clinical perspective. An enhanced understanding of the role of health professionals was observed, along with recognition of the need for a humanistic and interdisciplinary approach that respects the cultural, social, and subjective dimensions of food.The use of digital resources, active methodologies, and collaborative learning—emphasizing dialogue and the exchange of sociocultural experiences—stood out as key formative elements. The workshops were perceived as more meaningful than traditional assessment practices, fostering critical reflections on Food and Nutritional Care. The findings suggest that the application of active methodologies in both curricular and extracurricular settings can promote more humanized and comprehensive training for nutrition professionals.