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Previous issue date: 2019-03-28Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESIntroduction: Brazil experiences a process of demographic transition in which there is an increase in the elderly population to the detriment of adults and children. This fact challenges the government, educational institutions and society, to reorganize itself to respond to the needs of this population. Higher Education Institutions (HEI) should insert teaching about the elderly in the curriculum of the courses, to contribute to the training of professionals. Objective: To describe the panorama of teaching about the elderly in undergraduate courses in Nutrition of brazilian higher education institutions. Methods: This was a cross-sectional study, whose data were obtained from the e-mail addresses of the HEI accredited in the electronic system of the Ministry of Education (e-MEC) in 2018. The search was carried out in curriculum grid, curriculum, political-pedagogical project about the presence of discipline(s) with the term(s): elderly, elder, aging, geriatrics, geriatric, gerontology, third age. We excluded the HEI that did not offer electronic access, and the courses offered exclusively in the distance teaching mode. The following variables were investigated: administrative category; academic organization; electronic address of the HEI in e-MEC; course modality; evaluation in the National Student Performance Exam (Enade) 2016; Enade concept; minimum course load per e-MEC; curriculum grid; year of beginning of the valid curriculum; the hourly course load reported by the HEI; disciplinary committee; disciplines involving the elderly; type of disciplines; nature of the disciplines; offer semester; hours of the disciplines involving the elderly; pedagogical activity of these disciplines; internship in the area of the elderly. As well as, to analyze the association between the availability of disciplines involving the elderly and the Brazilian geographic regions and the proportion of undergraduate courses in Nutrition with the discipline that involve the elderly in relation to the number of elderly people in the regions. Results: A total of 527 HEIs were analyzed, mostly private HEIs, 88.0% (n= 464), 41.7% (n= 220), and 86.3% (n= 455). Data from 447 HEI were obtained, of which 64.0% (n=286) of the HEI offered subjects on the elderly, and 58.1% (n=166) were offered in a shared way (not only involving the subject of the elderly), 76.2% (n=166) from the 5th to the 8th semester, 53.2% (n=75) was of a theoretical nature, 61.5% (n=163) had ?60 hours/semester, 92.2% (n=247) constituted a compulsory pedagogical activity. It was identified that 97.2% (n=239) of the curricular grades started to apply between 2010-2018 and 98.6% (n=350) had a
time load ?3200 hours. It was observed that the stage involving the elderly (one or more) was offered by only 4.6% of the courses. The Southeast region presented the highest number of HEI, 37.4% (n=195). The North region presented the highest proportion of courses with the discipline in relation to the number of elderly people. Conclusion: In the present study, approximately 1/3 of Brazilian HEIs don?t offer teaching about the elderly in their undergraduate courses in Nutrition neither as a discipline nor as an internship. In this case, the disciplines that addressed the theme of the elderly were offered in a shared way with other subjects, had a theoretical approach, a semester load of ?60 hours and were obligatory. Only a minority of the institutions provided internships in this area.Introdu??o: O Brasil vivencia um processo de transi??o demogr?fica em que h? o aumento da popula??o idosa em detrimento de adultos e crian?as. Fato esse que desafia governo, institui??es de ensino e sociedade, a reorganizar-se para responder ?s necessidades dessa popula??o. As Institui??es de Ensino Superior (IES) devem inserir o ensino sobre idosos nos curr?culos dos cursos, de modo a contribuir na forma??o de profissionais. Objetivo: Descrever o panorama do ensino sobre idosos nos cursos de gradua??o em Nutri??o das institui??es de ensino superior brasileiras. M?todos: Trata-se de um estudo transversal, cujos dados foram obtidos nos endere?os eletr?nicos das IES credenciadas no sistema eletr?nico do Minist?rio da Educa??o (e-MEC) em 2018. Foi realizada a busca nos curr?culos, grades curriculares, ementas, projeto pol?tico-pedag?gico sobre a presen?a de disciplina(s) com o(s) termo(s): idoso(s), anci?o, envelhecimento, geriatria, geri?trica, gerontologia, terceira idade. Foram exclu?das as IES que n?o disponibilizavam acesso eletr?nico, e os cursos oferecidos exclusivamente na modalidade ensino ? dist?ncia. As seguintes vari?veis foram investigadas: categoria administrativa; organiza??o acad?mica; endere?o eletr?nico da IES no e-MEC; modalidade do curso; avalia??o no Exame Nacional de Desempenho dos Estudantes (Enade) 2016; conceito Enade; carga hor?ria m?nima do curso pelo e-MEC; grade curricular; ano de in?cio da vig?ncia da grade curricular; carga hor?ria do curso informada pela IES; ementa das disciplinas; disciplinas que envolvem idosos; tipo das disciplinas; natureza das disciplinas; semestre de oferta; carga hor?ria das disciplinas que envolvem idosos; atividade pedag?gica destas disciplinas; est?gio na ?rea do idoso. Assim como, analisar a associa??o entre disponibilidade de disciplinas que envolvem idosos e as regi?es geogr?ficas brasileiras e a propor??o de cursos de gradua??o em Nutri??o com a disciplina que envolvem idosos em rela??o ao n?mero de idosos das regi?es. Resultados: Foram analisadas 527 IES, em sua maioria, IES privadas 88,0% (n=464), do tipo faculdades 41,7% (n=220), de modalidade presencial 86,3% (n= 455). Obtiveram-se dados de 447 IES, das quais 64,0% (n=286) das IES ofertavam disciplinas sobre idosos, sendo que 58,1% (n=166) eram ofertadas de forma compartilhada (n?o envolvendo somente a tem?tica do idoso), 76,2% (n=166) do 5? ao 8? semestre, 53,2% (n=75) era de natureza te?rica, 61,5% (n=163) tinha carga hor?ria ?60 horas/semestre, 92,2% (n=247) constitu?a uma
atividade pedag?gica obrigat?ria. Identificou-se que 97,2% (n=239) das grades curriculares iniciaram vig?ncia entre 2010-2018 e 98,6% (n=350) possu?am carga hor?ria ?3200 horas. Observou-se que est?gio envolvendo idoso (um ou mais) era ofertado por apenas 4,6% dos cursos. A regi?o Sudeste apresentou o maior n?mero de IES, 37,4% (n=195). A regi?o Norte apresentou a maior propor??o de cursos com a disciplina em rela??o ao n?mero de idosos. Conclus?o: No presente estudo, aproximadamente 1/3 das IES brasileiras n?o oferece o ensino sobre idosos nos seus cursos de gradua??o em Nutri??o nem como disciplina propriamente dita nem como est?gio. No caso, as disciplinas que abordavam a tem?tica do idoso eram oferecidas de forma compartilhada com outros temas, tinham uma abordagem te?rica, uma carga semestral de ?60 horas e eram obrigat?rias. Apenas uma minoria das institui??es disponibilizava est?gio nessa ?rea
