<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-3283</journal-id>
<journal-title><![CDATA[Interface - Comunicação, Saúde, Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Interface (Botucatu)]]></abbrev-journal-title>
<issn>1414-3283</issn>
<publisher>
<publisher-name><![CDATA[UNESP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-32832008000100017</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Living innovation: experiences in the course of nutrition]]></article-title>
<article-title xml:lang="pt"><![CDATA[Vivendo a inovação: as experiências no curso de nutrição]]></article-title>
<article-title xml:lang="es"><![CDATA[Viviendo la innovación: experiencias en el título de licenciado/a en nutrición]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedroso]]></surname>
<given-names><![CDATA[Maísa Beltrame]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Maria Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Helena Beatriz Mascarenhas de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Badiz]]></surname>
<given-names><![CDATA[Philip Sidney Pacheco]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos Programa de Pós-Graduação em Educação, Ciências Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2008</year>
</pub-date>
<volume>4</volume>
<numero>se</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://socialsciences.scielo.org/scielo.php?script=sci_arttext&amp;pid=S1414-32832008000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://socialsciences.scielo.org/scielo.php?script=sci_abstract&amp;pid=S1414-32832008000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://socialsciences.scielo.org/scielo.php?script=sci_pdf&amp;pid=S1414-32832008000100017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study results from careful consideration of the pedagogical practices considered meaningful by students of the undergraduate course in Nutrition, as well as in the protagonism of the female teachers who develop them. We seek to understand whether these experiences mean innovation in the perspective of a paradigmatic rupture, considering innovation as a discontinuous process of breakage with traditional ways of teaching and learning. A qualitative methodology of study and the ethnographic approach principles were used. The activities indicated by the students as meaningful practice were of different types and included interactions with affective and subjective dimensions, which involve emotion, sensitivity and esthetic perception, thus articulating subjectivity and objectivity, science and culture, technique and politics; all analyzed from the scope of the studies of Sousa Santos, Cunha, Lucarelli, Leite, Tardif, Pimenta and Anastasiou. Personal and professional trajectories are defining factors of teachers' performances, revealing their conceptions concerning their pedagogical procedures. They indicate the conditions present in the constitution of the professionality of the higher education teacher. In this context, this study aligns with other research aimed at constructing the basis of a university pedagogy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto decorre de reflexão sobre práticas pedagógicas consideradas significativas pelos estudantes do Curso de Nutrição, numa instituição de Ensino Superior, Rio Grande do Sul, e no protagonismo das professoras que as desenvolvem. Procurou-se investigar se essas experiências significam inovação na perspectiva de uma ruptura paradigmática, compreendendo a inovação como um processo descontínuo, de ruptura com as formas tradicionais do ensinar e aprender. Utilizou-se a metodologia qualitativa de pesquisa e os princípios da abordagem etnográfica. As atividades elencadas pelos alunos como práticas significativas foram de diferentes naturezas, incluindo emoção, sensibilidade e percepção estética, e articulando subjetividade e objetividade, ciência e cultura, técnica e política. As trajetórias pessoais e profissionais são fatores definidores dos modos de atuação das professoras, revelando suas concepções sobre seu fazer pedagógico e indicam condições presentes na constituição da profissionalidade do docente da educação superior. Nessa direção, alinha-se a outros estudos que objetivam construir as bases de uma pedagogia universitária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este trabajo es el fruto de una reflexión docente sobre las prácticas pedagógicas, consideradas significativas por los estudiantes del título de Licenciado/a en Nutrición, pertenecientes a una Universidad de Río Grande do Sul (Brasil), desde el protagonismo de las Profesoras que lo han llevado a cabo. Pretendemos conocer si tales experiencias se traducen en innovaciones, desde una perspectiva de ruptura paradigmática, entendiendo la innovación como un proceso discontinuo de revolución ante las formas tradicionales de enseñar y aprender. Hemos utilizado una metodología de investigación de corte cualitativo, con los principios de abordaje etnográfico. La naturaleza de las actividades enunciadas por los estudiantes como prácticas significativas son diferentes, e incluyen la emoción, sensibilidad y percepción estética, articulando subjetividad y objetividad, ciencia y cultura, técnica y política. Las trayectorias personales y profesionales, son factores determinantes en el modo de actuación de las profesoras revelando sus concepciones sobre su quehacer pedagógico. Indican condiciones presentes en la constitución de la profesionalidad docente de la enseñanza superior. En esa dirección concuerdan con otros estudios que persiguen construir las bases de una pedagogía universitaria.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[university pedagogy]]></kwd>
<kwd lng="en"><![CDATA[pedagogical innovation]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[Universidades]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="es"><![CDATA[Universidades]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Innovaciones]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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