Abstract
ABSATRCT Objective This study aimed to investigate the main criteria used by nutritionists to plan school menus within the framework of the Brazilian National School Feeding Program. Methods Nutritionists from 21 municipalities in Southern Brazil were interviewed. Municipalities had between 20,000 and 70,000 inhabitants and were located in different mesoregions. Data were collected using an open-ended questionnaire and subjected to content analysis using NVivo® software. Results Sixteen criteria were identified, grouped into four categories: (1) food habits, culture, and acceptance; (2) nutritional characteristics; (3) food availability; and (4) management and execution. Brazilian National School Feeding Program regulations were recurrently cited within all identified categories, which demonstrates the influence of the program on nutritionists’ activities. Conclusion Brazilian National School Feeding Program regulatory guidelines for the development of school menus seem to influence the decision making of nutritionists. However, food purchase from family farms and calculation of meal nutritional value seem to be incipient criteria.
Highlights
Public school feeding policies are associated with improved learning and cognitive performance, reduced school absenteeism, and healthier dietary habits among schoolchildren [1,2]
Brazilian National School Feeding Program regulations were recurrently cited within all identified categories, which demonstrates the influence of the program on nutritionists’ activities
Given the need to improve compliance with PNAE guidelines [6,7] and the importance of school meals for the formation of healthy eating habits and the provision of quality food to students [1,17,18], in situations of social vulnerability [19], this study aimed to investigate the main criteria used for the development of school menus from the perspective of nutritionists in charge of the school feeding program in different municipalities in Southern Brazil
Summary
Public school feeding policies are associated with improved learning and cognitive performance, reduced school absenteeism, and healthier dietary habits among schoolchildren [1,2]. For these reasons, several countries have government recommendations on school meal preparation, food acquisition, and menu planning [2,3]. Germany, Denmark, Sweden, Bolivia, Chile, Paraguay, South Africa, and the United States have guidelines addressing the nutritional quality of meals served in the school environment [3,4,5]. A common recommendation is to preferentially purchase locally grown produce, seen in guidelines from Germany, Brazil, Bolivia, Chile, the United States, Paraguay, and Switzerland [4]. Its latest revision states that school menus “should respect nutritional references, eating habits, and local food culture and should stimulate local sustainability, seasonality, agricultural
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