Regional food dishes in the Brazilian National School Food Program: Acceptability and nutritional composition

• Autor(a) principal: Thimoteo DA CUNHA, Diogo
• Data de Publicação: 2023
• Outros Autores: Ventura Barbosa GONÇALVES, Hélida, Andrade DE LIMA, Aline Fátima, MARTINS, Paula Andrea, DE ROSSO, Veridiana Vera, STEDEFELDT, Elke
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista de Nutrição
• Texto Completo: https://periodicos.puc-campinas.edu.br/nutricao/article/view/8330
• topic: Food habits; Nutrition programs and policies; Public policies; School food; Hábitos alimentares; Políticas públicas; Programas e políticas de nutrição e alimentação; Alimentação escolar

ObjectiveThe objective of this study was to evaluate the nutritional composition and describe the acceptability of regional culinary dishes served to students from public schools of rural and urban areas. MethodsTen Brazilian regional dishes were evaluated for acceptability and nutritional composition. The survey was conducted in schools located in rural and urban areas of two cities in the state of São Paulo. Dish acceptability was evaluated using leftover analysis and a 5-point facial hedonic scale. The adherence index was calculated and used as an indirect measure of acceptance, and the nutritional composition was calculated based on the technical files of each dish. ResultsA total of 2,384 students from 20 schools participated in the study and 1,174 tasted and evaluated the dishes. The test using the 5-point facial hedonic scale demonstrated that five dishes (Caldo verde soup, persimmonjelly, chicken with okra, puréed cornmeal with spinach, and arugula pizza) had an acceptability rate above 85.0%. The mean adherence indices were 57.3% and 55.6% in urban and rural environments, respectively. Analysis of the nutritional composition of regional dishes indicates that these dishes can partially meet macronutrient recommendations. ConclusionThe tested dishes can become part of school menus as they were accepted or partly accepted by the students regardless of school location, whether rural or urban. The cultural heritage is an important resource for the food sovereignty of a country and should be constantly encouraged.