Primeiro mestrado em PBL na Universidade Eduardo Mondlane, Maputo- Moçambique: experiências e desafios
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Data
2023
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Edições Universitárias Lusófonas
Resumo
O presente trabalho pretende descrever o processo de elaboração do primeiro currículo do Mestrado em Ciências de Nutrição no modelo de aprendizagem baseado em problemas (PBL) na Universidade Eduardo Mondlane. Argumenta-se que, embora seja complexo e exigente, a elaboração e implementação
do currículo no modelo PBL, se afiguram necessárias e adequadas para minimizar problemas reais de alimentação e nutrição que afectam o quotidiano da população moçambicana. A elaboração do currículo teve a duração de dois anos e recorreu a métodos participativos que envolveram onze docentes de sete faculdades da Universidade Eduardo Mondlane, realização de consultas aos stakeholders, capacitação da comissão de desenvolvimento do currículo, participação em workshops, reuniões virtuais alargadas
e encontros presenciais em pequenos grupos. Foram entrevistados 90 stakeholders de diferentes instituições, exercício que permitiu a definição do perfil profissional ideal para os mestres em ciências de nutrição no país. As reuniões virtuais, com facilitadores das Universidades de Maastricht e de
Wageningen, ambas do Reino dos Países Baixos, resultaram na aquisição de conhecimento e habilidades necessários para o desenho do currículo e posterior implementação nos termos do modelo de aprendizagem baseado em problemas. As reuniões presenciais em pequenos grupos serviram para
discussão e concertação de ideias que se afiguraram cruciais para os módulos que estavam a ser desenhados. Finalmente, os workshops permitiram um intenso trabalho que culminou com a elaboração integral do currículo e subsequente aprovação pelos órgãos colegiais da Universidade Eduardo
Mondlane.
The present research describes the process of the first curriculum plan development of Master in Sciences of Nutrition Sciences in Problem Based Learning (PBL) model at Eduardo Mondlane University. Although it is found to be complex and demanding the elaboration and implementation of curriculum in PBL is necessary and adequate to minimize the real problems of food and nutrition affecting the daily life of Mozambican population. The curriculum development took two years, participative methods were used and a total of eleven teachers of seven faculties of Eduardo Mondlane University were involved in the process. The process started with stakeholders’ consultation, training of the curriculum plan committee who participated in workshops, online training and presential training in large groups or in small groups. About 90 stakeholders of different institutions were interviewed, allowing the definition of professional profile of the graduated of master in science of nutrition. The process of curriculum development was facilitated by the Maastricht University and Wageningen University both from Netherlands. They shared knowledge and necessary skills for curriculum design and future implementation in problem-based learning model. The presential trainings in small groups were crucial for the discussion and concertation of main ideas for the modules that was designed. Finally, the workshops allow to go in deep to be able to elaborate the integral curriculum document and subsequent approval by the collegial organs of the Eduardo Mondlane University. Key-words: Curriculum design, master in nutrition sciences problem-based learning.
The present research describes the process of the first curriculum plan development of Master in Sciences of Nutrition Sciences in Problem Based Learning (PBL) model at Eduardo Mondlane University. Although it is found to be complex and demanding the elaboration and implementation of curriculum in PBL is necessary and adequate to minimize the real problems of food and nutrition affecting the daily life of Mozambican population. The curriculum development took two years, participative methods were used and a total of eleven teachers of seven faculties of Eduardo Mondlane University were involved in the process. The process started with stakeholders’ consultation, training of the curriculum plan committee who participated in workshops, online training and presential training in large groups or in small groups. About 90 stakeholders of different institutions were interviewed, allowing the definition of professional profile of the graduated of master in science of nutrition. The process of curriculum development was facilitated by the Maastricht University and Wageningen University both from Netherlands. They shared knowledge and necessary skills for curriculum design and future implementation in problem-based learning model. The presential trainings in small groups were crucial for the discussion and concertation of main ideas for the modules that was designed. Finally, the workshops allow to go in deep to be able to elaborate the integral curriculum document and subsequent approval by the collegial organs of the Eduardo Mondlane University. Key-words: Curriculum design, master in nutrition sciences problem-based learning.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, ENSINO SUPERIOR, MOÇAMBIQUE, CURRÍCULOS UNIVERSITÁRIOS, DESENVOLVIMENTO CURRICULAR, EDUCATION, HIGHER EDUCATION, MOZAMBIQUE, ACADEMIC CURRICULA, CURRICULAR DEVELOPMENT