Abstract
The National School Feeding Program (PNAE for its acronym in Portuguese) is one of the largest food policies in the world, partially covering the daily needs of 44 billion students per year. In 2009, Law No. 11,947 established that at least 30% of the total financial transfer of PNAE was used in the purchase of foodstuff directly from family farming in the left-wing government of Lula. In practice, the rules allow public policy managers to choose between bidding or public call, provision by large agribusiness companies or by family farmers, and this is practiced in idiosyncratic ways by 5568 Brazilian municipalities. Each municipality organizes its own system. Therefore, the aim of this article is to analyze how the evolution of Law No. 11,947 promotes expansive learning in the Brazilian National School Feeding Program (NSFP-PNAE), located in the Western Amazon. As a theoretical framework, the Cultural–Historical Activity Theory (CHAT) and the Theory of Expansive Learning (TEL) were used. Qualitative research in an abductive reasoning was carried out, using a single and incorporated case study as its strategy. The study included 21 interviews, later analyzed by Content Analysis. The main contribution is the advance in solutions for societal needs, in terms of continuous collective collaboration, creating expansive learning, transformative or not, in both sides of productive systems and consumption, integrating family farmers and students by a healthy nutrition and feeding in the same system since 2009.
Highlights
The National School Feeding Program (NFSC—PNAE—Programa Nacional de Alimentação Escolar) in Brazil was created in 1979; its construction process dates back to 1955, with the School Meal Campaign in the government of Getúlio Vargas (FNDE/PNAE, 2019) [1]
The main unit is the execution of the PNAE as a whole within the municipality of Porto Velho, which in turn is divided into two units of analysis: the municipal execution (SEMED) and the state execution (SEDUC)
There was grouping of registration units into common categories, progressive grouping of categories and, inference and interpretation, based on the theoretical framework. This session characterizes the main actors in Activity Systems and analyzes the evolution of the application of Law No 11,947 in the municipality of Porto Velho using the expansive learning cycle proposed by Engeström and Sannino (2010) [13]
Summary
The National School Feeding Program (NFSC—PNAE—Programa Nacional de Alimentação Escolar) in Brazil was created in 1979; its construction process dates back to 1955, with the School Meal Campaign in the government of Getúlio Vargas (FNDE/PNAE, 2019) [1]. For Maluf and Luz (2016) [4], this good evaluation is due to the fact that the program has instruments that enhance access to adequate and healthy food, resulting in socially inclusive forms of production and distribution, and respecting the various expressions of diversity in the process. This process of introducing family farming has been improved within the PNAE
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