Living innovation: experiences in the course of nutrition

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.