Design and development of the competency-based curriculum for the Nutrition Program at the Pontifícia Universidade Católica do Paraná
DOI:
https://doi.org/10.12957/demetra.2026.87167Keywords:
Higher Education. Competency-Based Education. Nutritional Science.Abstract
Introduction: According to Gérard Scallon, competence is a “knowing-how-to-act” based on the “effective mobilization and use” of an internalized, integrated set of resources to address an interwoven set of situations. The Pontifical Catholic University of Paraná has implemented this concept to guide the development of competency-based curricula for its programs, including the undergraduate program in Nutrition. Objective: To report on the experience of developing this curriculum, implemented for students who enrolled in the Nutrition undergraduate program in 2019. Methods: The conception of this project began in 2016 and is explained in detail, starting with its theoretical foundations. To this end, the university's guidelines, the training carried out with and by professors, the methods used to approach the market, and the multiple stages of methodological construction of the Competency Matrix are addressed. This ensures that professional training in health, specifically in food and nutrition, is effectively delivered. Results: The University's Institutional Development Plan for 2019-2023, the National Curriculum Guidelines, and surveys conducted among graduate students and local companies were used as references. The University's concepts for each stage of competency-based curriculum planning were also incorporated into the Pedagogical Project for the Undergraduate Nutrition Program. This approach enabled constructive, integrated alignment, leading to the development of competencies that highlight the potential of Nutrition Science to promote human well-being while considering its interdependence with a healthy, sustainable natural environment. Conclusion: The experience and social and technical activism of the faculty, along with the support of auniversity structure that guided, on a conceptual basis, all stages of the competency-based curriculum, were decisive in ensuring that its development occurred in an organized manner.
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Copyright (c) 2026 Flávia Auler, Carla Corradi Perini, Cilene da Silva Gomes Ribeiro, Cyntia Erthal Leinig, Gisele Pontaroli Raymundo, Ivone Ykeda Morimoto, Maria Teresa Gomes de Oliveira Ribas
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