Espaços e caminhos da educação alimentar e nutricional no livro didático

P146 Australian Teachers’ Perceptions and Experiences of Food and Nutrition Education in Primary Schools: A Qualitative Study

PurposeThis paper examines the views of Australian primary school parents regarding the food and nutrition education (FNE) curriculum. Associations with personal values (Universalism and Hedonism) and demographic measures were also explored.Design/methodology/approachAn online survey was conducted among 787 parents in March 2021. Parents rated the importance of 17 FNE topics. They were also asked about their support for six curriculum improvements and to state their own improvement suggestions.FindingsParents viewed the “Effect of food on health” and “Food hygiene” as the most important topics. Three FNE components were derived: (1) food safety and preparation, (2) health and nutrition information, (3) food origins and environmental sustainability. The “Food safety and preparation” component score was associated with both universalism-nature and hedonism values but negatively associated with parental education. The “Health and nutrition information” component score was associated with universalism-nature value and main language spoken at home. Lastly, the “Food origins and environmental sustainability” component score was associated with universalism-nature value. The two personal values, universalism-nature and hedonism, were more strongly associated with parents' views of curriculum topics than parental demographic characteristics. Parents had several criticisms of current FNE, including school food environments not resonating with FNE taught in the classroom and that FNE might increase the risk of eating disorders. They also suggested that the FNE curriculum should support both parents and teachers by providing relevant resources and training.Originality/valueAustralian parents' views of the importance of FNE topics and how to improve FNE in primary schools have been under-examined.

We examined Australian parents' opinions of primary school food and nutrition education (FNE) via a cross‐sectional survey that collected quantitative and qualitative data. Most parents agreed that primary schools should teach FNE, starting at either the first or the second year of primary school and delivered weekly or fortnightly for approximately 1–2 h. The majority of parents believed that FNE could be incorporated into several school subjects. Many believed that FNE should be taught to ensure equity and to promote healthy eating among children. Consideration of parents' opinions about school FNE programmes could help design and deliver more effective FNE programmes.

PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.

Food and Nutrition Education (FNE) is a fundamental strategy to promote healthy eating in schools. Since 2009, official documents in Brazil have advocated the mandatory nature of FNE as a transversal theme in school curricula and recommended its inclusion in Pedagogical Political Projects (PPP). This study carried out a documentary analysis to identify FNE actions in PPP of 10 municipal public schools in Florianopolis/SC. The PPP were read in full, using keywords to identify FNE projects, which were then associated with FNE concepts and principles. Information from PPP was compared with data from a 2019 survey on EAN of municipal public schools in Florianopolis. The analysis revealed three FNE projects: school garden, cafeteria project and actions in the subject of natural sciences, aligned with the principles of FNE. It was also observed that schools carried out FNE actions across the School Curriculum, different from the provisions in PPP, such as in the Culinary Workshop. In short, PPP can help in the development of FNE, but they are not standardized and there is a lack of information, which can be improved with continuous training of the people involved in the construction of PPP.

Teacher delivered food and nutrition education (FNE) can be effective in improving children’s food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers’ experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.

Estudo nacional que objetivou caracterizar o perfil de nutricionistas do Programa Nacional de Alimentação Escolar e analisar as ações de educação alimentar e nutricional realizadas, bem como os fatores que motivam e dificultam a realização dessas práticas. Pesquisa exploratória, quali-quantitativa, realizada por meio de entrevista telefônica com 388 nutricionistas (etapa quantitativa) e presencial com 55 nutricionistas (etapa qualitativa). A análise dos dados foi descritiva e as informações qualitativas foram analisadas por meio do Discurso do Sujeito Coletivo. O perfil dos nutricionistas indica atuação no programa há menos de um ano (32,5%) e vínculo por concurso público (55,7%); 87,9% dos municípios não atendem aos parâmetros numéricos de profissional por alunado conforme a legislação, mas em sua maioria são realizadas ações de educação alimentar e nutricional (85,1%). Essas ações são predominantemente palestras (72,5%), e com frequência semestral nas escolas e creches (38,8% e 40,1%, respectivamente). A formação de hábitos alimentares saudáveis e a aceitabilidade da alimentação escolar são fatores que estimulam a realização da educação alimentar e nutricional. Os discursos expressam dificuldades como falta de tempo, de condições de trabalho, de profissionais e de formação sobre o tema; baixa articulação do tema “alimentação e nutrição” no currículo escolar; falta de sensibilização da comunidade escolar; e não reconhecimento da alimentação como direito.DOI: 10.12957/demetra.2018.36604

Food and Nutrition Education (FNE) plays a fundamental role in shaping individuals who are aware of their food choices and the impact these choices have on health and well-being. Integrating FNE into teaching practices provides a transformative learning environment in which students develop skills related to conscious food choices. In this context, how can Food and Nutrition Education be integrated into the teaching-learning process? The main objective of this article is to understand the importance of food and nutrition education in teaching practice. The specific objectives are: to recognize the role of teaching practices in promoting healthy eating habits among students; and to examine what the scientific literature highlights about FNE. This article is part of the undergraduate thesis for the Pedagogy program, and it develops a theoretical framework to support analysis of the topic through a Systematic Literature Review (Galvão; Ricarte, 2019). The analysis and discussion of the data were conducted using Content Analysis methodology (Bardin, 2011). The results emphasize the importance of continuing studies on FNE in the school environment, with particular attention to supporting and guiding teachers. Furthermore, there is a need to invest more practically in both initial teacher training and ongoing professional development.

This paper, which has the Food and Nutrition Education (FNE) theme in the school premises, is linked to the Educational Processes and their Fundamentals research line, from the Uberaba University Postgraduate Program in Education. This research starts with the following question: how is it worked and what spaces does FNE occupy in the daily life of a City School considered as model of the city of Uberaba, MG? Its general objective is to understand the limits and possibilities of FNE in elementary education. Participants in the survey were children, teachers, school staff and family members of the school community. It was found that the school's contribution to FNE is reduced to the supply of healthy snacks and that for some adults, children's interest in artificial and industrialized food is an innate feature. It is concluded that even the FNE not being worked on in the school, there are spaces where this can be given - and those are not limited to the classroom alone.

The National School Food Program (NSFP) recommends the promotion of healthy eating habits by offering meals along with food and nutrition education (FNE) actions. The objective of this study was to identify the FNE in the NSFP and its relationship with the nutritionist's profile. It involved an analytical, cross-sectional study conducted in cities in the state of of Goiás, Brazil. Data was collected by telephone, and the association between the outcome variable (achievement of FNE actions) and exposure (school population and nutritionist performance) was done by Pearson's chi-square test of with a 5% significance level. In this study, 214 (87%) municipalities were included, among which, 91.1% promote FNE actions with predominantly biannual frequency (25.3% in schools and 23.2% in day care centers). The nutritionist presence was associated to the FNE (p = 0.001). FNE actions are performed in most municipalities, however with low frequency. The association indicates the relevance of a nutritionist present in conditions that heed the legislation, enabling the performance of their duties, as defined by the Legal Framework of the NSFP and the Federal Council of Nutritionists.

Being overweight or obese is a public health problem. This work evaluated a food and nutrition education (FNE) intervention to reduce overweight status among schoolchildren in four schools in the West Panama Province. This was a quasi-experimental before-and-after study that implemented a 34-week FNE intervention through workshops with didactic material to 403 children between 8 and 13 years old. A knowledge and attitude survey was used as an evaluation tool before and after the FNE intervention. The prevalence of excess weight (40%) did not reduce after the intervention. The zBMI at the beginning was 0.57 (1.29) for girls and 0.70 (1.36) for boys, and at the final evaluation was 0.57 (1.28) for girls and 0.67 (1.33) for boys. No significant differences were observed between the point of evaluation and sex. No differences were reported in the median level of attitude, although higher levels of knowledge were reported in students of both sexes. The FNE in schoolchildren can be effective in acquiring knowledge and maintaining a positive attitude towards food, but more research is needed to address nutritional status. Although the intervention had no impact on nutritional status, the FNE facilitated the adoption of skills and competencies in schoolchildren. The success of the implementation of the study highlighted the feasibility of replicating the FNE interventions on a larger scale to contribute positively to the multi-level and sectoral public policy Study Without Hunger in Panama.

This essay explores the convergences and singularities of popular education and Food and Nutrition Education based on biographical fragments of the undergraduate training program in Nutrition of three university professors who established their academic and professional trajectories at these crossroads of knowledge and actions mediated by popular education. Inspired by the autobiographical method, the narratives revealed that the initial indignations with social inequalities were mobilizing the routes in the formative path toward understanding hunger, suffering, and human care. To this end, seeking spaces and opportunities to learn about and experience social work in contexts of vulnerabilities was a decisive factor in their personal and professional constructions, revealing the contradictions of traditional training models and the starting point for the genesis of critical thinking. Thus, clues are offered to understand the interfaces of Popular Education (PE) and Food and Nutrition Education (FNE) in the converging actions around the fight against hunger and the right to food without, however, reducing one to the other when food and Nutrition are projected on the horizon of practices.

Objectives and Competencies in Food and Nutrition Education in the Brazilian Undergraduate Nutrition Program

Objective: To report the experience of Food and Nutrition Education (FNE) activities developed with overweight and obesity patients. Data overview: Food and nutrition education sessions were developed with class I and II overweight and obesity patients in the outpatient center of the Hospital Universitario/Universidade Federal de Juiz de Fora – HU/ UFJF (University Hospital of the Federal University of Juiz de Fora who participated in the extension project “Saude na Balanca” (Weighing Health). Sessions were carried out in groups and took place weekly in the 1st month, fortnightly in the 2nd and 3rd months, and monthly up to the 6th month, in the period from September 2012 to September 2013. During one year of activities, four groups were developed with a total of 46 volunteers who agreed to participate in the sessions. Nutrition issues that supported individual care were discussed in these sessions. The team identified that place, time, frequency of sessions, availability of time and lack of financial resources were factors affecting patient’s adherence to treatment; thus, some of them were modified and a better adherence could already be verified in the last group. However, 17 dropouts were still recorded. According to patients’ self-reports, it was possible to see positives changes in eating habits and in the way to deal with obesity and associated comorbidities. Conclusion: In the course of activities, a bond between the team and the participants was established, allowing the identification of demands and effective ways of working with groups, proving that FNE helps the individual approach as it allows experiences and information exchange, expanding the power of choices for healthy life habits.

Objective To compare the effect of two programs of Food and Nutrition Education (FNE) on the Nutrition knowledge of elderly women, Brazil. Methods Randomized field trial. Community-based elderly women over 60 years (n = 36) participated in a twelve-week intervention in either of two FNE programs: Psychopedagogical Program (PP) or Culinary Workshop Program (CWP). There were three moments of data collection in the study; pre-intervention knowledge data); post intervention and follow up (after 6 months upon intervention completion). A questionnaire about knowledge of food and Nutrition was administered at every data collection moment. Results In the analysis performed by the Generalized Estimation Equation Models (GEE) there was a significant interaction effect (P = 0.033) in the diabetes block in which the percentage of correct answers in the follow-up moment was higher compared to the pre-intervention moment in the CWP group (65.65% and 45.66%, respectively). In the knowledge blocks: total percentage of correct answers, hypertension, food processing, the evaluation effect was observed, regardless of the intervention performed. Conclusions Three blocks of knowledge, including the block of the total percentage of correct answers in knowledge in Nutrition, presented a significant evaluation effect, which suggests that the interventions were important for the gain of knowledge, regardless of the type of intervention performed. Elderly-focused FNE programs should include a methodology that encompasses recreational education activities, and practical activities, such as culinary workshops.