Representações sociais dos estudantes de gastronomia sobre os saberes necessários para a formação profissional

Abstract

This paper has as its main purpose, to analyze the social representations of students of the Graduate in Culinary Arts course, as requirements for obtaining such a degree. It is based on the Social Representation Theory, of Moscovici (2012), as well as on authors who dedicate themselves to creating teachers such as: Abdalla (2006, 2008), Tardif (2006), Cunha (2010, 2012), among others, and those related to creating professionals in the Culinary Arts field, Miyazaki (2006), Jhum, Neri and Rodrigues (2009), Romanelli (2010), Toledo (2010), Belculfine (2011), Prado (2011) and Vieira (2011). At is base, it uses a qualitative approach to research, developed in three steps: Bibliographic research; Application of a questionnaire with 107 participating students, including both open text and multiple choice questions; and the gathering of a discussion group with 12 students, who had participated in the previous phase. The collected data has been analyzed, with basis on SRT (MOSCOVICI, 2012) and on content analysis technique (BARDIN, 2007), and organized as follows: 1º in the analysis dimension - needs and expectations of professional graduation; 2º in the category - required knowledge for professional graduation; 3º and in three variations: theoretical knowledge, teaching knowledge, and practical knowledge and/or experimental. Lastly, the social representations of students and also, of the teacher¿s roles in the course. Focus on conflicts and tensions, which are inherent to the interactive work they perform, and also, sometimes, are lacking in resources/means to resolve them. Such results make it so the Culinary Arts courses can better consider the needs/expectations of their graduating students, especially, about what knowledge they consider mandatory for them to have in order to become professionals. And that this graduation may guarantee teaching conditions for students and teachers; as well as working conditions, so as to develop strategies and teaching situations, which better articulate the theoretical and practical knowledge, thus motivating desired professional learning.