Ensino da temática alimentação adequada e saudável: concepções de professores e escolares

Abstract

Aim: to investigate and analyze schoolchildren’s and teachers’ conceptions on the teaching of adequate and healthy food in public schools, in order to subsidize proposals and future implementation of programs that improve the work with the theme. Methodology: a cross-sectional, descriptive and observational study using the quantitative qualitative approach in two stages: (1) – Teachers’ conception on the subject, with the application of a semi-structured questionnaire to high school biology teachers of public schools and (2) - 3rd year of high school students’ conceptions on the subject, through a focus group. For the analysis of the data, the questionnaires were filled in Google Docs®, spreadsheets were generated in Excel®, and were coded and grouped according to the response percentages for each option and score values and also grouped into categories. The testimonies of the focus group were recorded, transcribed and later, analyzed, through the technique of thematic-categorial content analysis, proposed by Bardin. Results: From the analysis of the scores (E≤ 3, disagreement with the statements or ≥ 4, agreement with the statements) of the teachers’ answers on the teaching of adequate and healthy food in the school the following conceptions emerged: a) Category 1: school as a favorable scenario for the promotion of FNE actions; school feeding as student’s right, state duty and pedagogical strategy; and contrary to the ban on school bars and cafeterias, believing that schoolchildren would buy healthy food that should be required for these establishments. b) Category 2: School feeding as attractiveness and the need of many who lack access to adequate and healthy food; recognition of the involvement of schoolchildren in FNE activities; and that the student’s eating habits, both at home and at school, are inadequate. c) Category 3: changing eating habits depends on factors other than nutrient knowledge; and the role of the school as a promoter of adequate and healthy food; and eating habits are formed from social interaction. d) Category 4: responsibility for teaching food in a transversal way, with teacher-nutritionist partnerships. e) Category 5: need for access to materials and continuing training courses for FNE work, as they do not feel prepared for such. f) Category 6: FNE actions in schools must be integrated and interdisciplinary, beyond the limits of the classroom, so that changes in eating habits occur. Regarding the conceptions of schoolchildren, two categories emerged from the reports: (1) "Understandings about food and nutrition" where conceptions about concepts, myths and reality about food and / or nutrition were identified; eating habits and behaviors and influences on their constructions and presentations; consequences of inadequate food; importance of school feeding; (2) Approaches to adequate and healthy nutrition at school, where conceptions about experiences in the school environment and about adequate and healthy food were found, FNE actions, co-responsibility, intersectoriality, transdisciplinarity, interdisciplinarity and transversality, contextualized and meaningful approaches, active methodologies, protagonism and proposal of didactic intervention. Conclusion: It was observed that both teachers’ and students’ conceptions presented several favorable aspects to the planning and implementation of curricular, systematized, contextualized, transverse, inter / transdisciplinary, FNE actions, with active methodological approaches, co-responsibility of the school community , teachers and family), and thus with potential for effectiveness in promoting health and ensuring food and nutritional security.