A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente

Detalhes bibliográficos
Autor(a) principal: Silva, Maria de Fátima Gomes da
Data de Publicação: 2019
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/22103
Resumo: The objective of this thesis is to apprehend the subjective dimension of Food and Nutritional Education (FNE) in local public schools of Elementary Education and, simultaneously, building subsidies to teacher training on the subject. The dichotomy between feeding/ nutrition, subject/object present in the field of Nutrition Science and in school FNE, is an important indicator for the necessary articulation between the field of Nutrition and the Human and Social Sciences. As a theoretical-methodological foundation, Thesis adopts Historical and Dialectical Materialism and Socio-Historical Psychology, which brings with it the criticism possibility due to his theoretical, methodological and epistemological foundations. The research has involved two groups. The first group is formed by nineteen teachers from three different schools from the city of Diamantina (MG); and the second one is formed by nine teachers of a school from the city of São Paulo (SP). The data production of the first group occurred during eight meetings, coordinated by seven researchers; and data from the second one, during nine meetings, coordinated by two researchers. For data production, a strategy called “Research and Training” was adopted, which has as some of its principles the collaboration and critical reflection about reality in the search of its transformation. The meetings were video recorded, transcribed, and later analyzed and interpreted by the procedure called “Nuclei of Meaning”, which has as purpose apprehend the meaning of the subjects beyond appearances. Four articulated Nuclei of Meaning were built: “the meaning and resignification of FNE: the importance of the discussion and construction of concepts related to Food and Nutrition in teacher training”; "FNE and the possibilities of curricular integration towards interdisciplinarity"; "The class ideology mediated in schools: conceptions of food, feeding and deficiencies as mediators"; "The ambiguous understanding of the nutritionist's performance in schools: present only to legitimize school feeding?". The first nucleus, affirms that the "Research and Training" strategy, enabled teachers and researchers to act in a collaborative way, articulating in a critical and reflexive way theory and practice (praxis), making possible the development of new concepts about food and nutrition. Another synthesis, shows the possibility of incorporating the FNE transversally to the school curriculum, towards interdisciplinarity. The third nucleus warns that class ideology, present in the school environment, can become an obstacle to the school that has as commitment a critical action with a view to the reality. The last nucleus warns about the necessary understanding the absence of the nutritionist in schools. The built syntheses contribute as subsidies for teacher training in FNE by showing that, based on the teachers' meanings, important FNE elements were found in the schools studied, evidencing their multiple determinations, including the dialectical relationship between objectivity and subjectivity and, therefore, the Subjective Dimension that the FNE constitutes in schools
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spelling Aguiar, Wanda Maria Junqueira deSilva, Maria de Fátima Gomes da2019-04-26T12:34:32Z2019-03-19Silva, Maria de Fátima Gomes da. A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente. 2019. 233 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22103The objective of this thesis is to apprehend the subjective dimension of Food and Nutritional Education (FNE) in local public schools of Elementary Education and, simultaneously, building subsidies to teacher training on the subject. The dichotomy between feeding/ nutrition, subject/object present in the field of Nutrition Science and in school FNE, is an important indicator for the necessary articulation between the field of Nutrition and the Human and Social Sciences. As a theoretical-methodological foundation, Thesis adopts Historical and Dialectical Materialism and Socio-Historical Psychology, which brings with it the criticism possibility due to his theoretical, methodological and epistemological foundations. The research has involved two groups. The first group is formed by nineteen teachers from three different schools from the city of Diamantina (MG); and the second one is formed by nine teachers of a school from the city of São Paulo (SP). The data production of the first group occurred during eight meetings, coordinated by seven researchers; and data from the second one, during nine meetings, coordinated by two researchers. For data production, a strategy called “Research and Training” was adopted, which has as some of its principles the collaboration and critical reflection about reality in the search of its transformation. The meetings were video recorded, transcribed, and later analyzed and interpreted by the procedure called “Nuclei of Meaning”, which has as purpose apprehend the meaning of the subjects beyond appearances. Four articulated Nuclei of Meaning were built: “the meaning and resignification of FNE: the importance of the discussion and construction of concepts related to Food and Nutrition in teacher training”; "FNE and the possibilities of curricular integration towards interdisciplinarity"; "The class ideology mediated in schools: conceptions of food, feeding and deficiencies as mediators"; "The ambiguous understanding of the nutritionist's performance in schools: present only to legitimize school feeding?". The first nucleus, affirms that the "Research and Training" strategy, enabled teachers and researchers to act in a collaborative way, articulating in a critical and reflexive way theory and practice (praxis), making possible the development of new concepts about food and nutrition. Another synthesis, shows the possibility of incorporating the FNE transversally to the school curriculum, towards interdisciplinarity. The third nucleus warns that class ideology, present in the school environment, can become an obstacle to the school that has as commitment a critical action with a view to the reality. The last nucleus warns about the necessary understanding the absence of the nutritionist in schools. The built syntheses contribute as subsidies for teacher training in FNE by showing that, based on the teachers' meanings, important FNE elements were found in the schools studied, evidencing their multiple determinations, including the dialectical relationship between objectivity and subjectivity and, therefore, the Subjective Dimension that the FNE constitutes in schoolsO objetivo desta Tese consiste em apreender a dimensão subjetiva da Educação Alimentar e Nutricional (EAN) em escolas públicas municipais de Ensino Fundamental e, simultaneamente, construir subsídios para formação docente sobre o assunto. A dicotomia entre alimentação/nutrição, sujeito/objeto presente no campo da Ciência da Nutrição e na EAN escolar é um indicativo importante para a necessária articulação entre o campo da Nutrição e das Ciências Humanas e Sociais. Assim sendo, como alicerce teórico-metodológico, a Tese adota o Materialismo Histórico e Dialético e a Psicologia Sócio-Histórica, que trazem consigo a possibilidade de crítica por seus fundamentos epistemológicos, metodológicos e teóricos. A pesquisa envolveu dois grupos. O primeiro grupo é formado por dezenove professores, representantes de três escolas da cidade de Diamantina (MG); e o segundo é formado por nove professores de uma escola da cidade de São Paulo (SP). A produção das informações do primeiro grupo ocorreu durante oito reuniões coordenadas por sete pesquisadoras; e do segundo grupo, durante nove reuniões, coordenadas por duas pesquisadoras. Para produção das informações, foi adotada a estratégia denominada “Pesquisa e Formação”, que tem como alguns de seus princípios a colaboração e a reflexão crítica sobre a realidade na busca de sua transformação. As reuniões foram videogravadas, transcritas e, posteriormente, analisadas e interpretadas por meio do procedimento denominado “Núcleos de Significação”, que tem como propósito apreender as significações dos sujeitos para além das aparências. Foram construídos quatro Núcleos de Significação articulados: “a significação e ressignificação da EAN: a importância da discussão e construção de conceitos relativos à Alimentação e Nutrição na formação docente”; “a EAN e as possibilidades de integração curricular rumo à interdisciplinaridade”; “a ideologia de classe mediada nas escolas: as concepções de alimento, a alimentação e as carências como mediadores”; “a ambígua compreensão da atuação do nutricionista nas escolas: presente apenas para legitimar a alimentação escolar?”. O primeiro núcleo, afirma que a estratégia “Pesquisa e Formação”, oportunizou que professores e pesquisadores atuassem de forma colaborativa, articulando de maneira crítica e reflexiva teoria e prática (práxis), possibilitando aos docentes o desenvolvimento de novos conceitos sobre alimentação e nutrição. Outra síntese mostra a possibilidade de incorporar a EAN de forma transversal ao currículo escolar, em direção à interdisciplinaridade. O terceiro núcleo alerta que a ideologia de classe, presente no ambiente escolar, pode se tornar um obstáculo para a escola que tenha como compromisso uma atuação crítica com vistas à transformação da realidade. O último núcleo alerta sobre a necessária compreensão da ausência do nutricionista nas escolas. As sínteses construídas contribuem como subsídios para formação docente em EAN ao mostrarem que, a partir das significações dos docentes, pôde-se conhecer elementos importantes da EAN nas escolas pesquisadas, evidenciando as suas múltiplas determinações, compreendendo a relação dialética entre objetividade e subjetividade e, portanto, a Dimensão Subjetiva que a EAN constitui nas escolasConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/48796/Maria%20de%20F%c3%a1tima%20Gomes%20da%20Silva.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoEducação alimentarCrianças - NutriçãoHábitos alimentaresProfessores de ensino fundamental - Formação profissionalFood educationChildren - NutritionFood habitsCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMA dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docenteThe subjective dimension of school food and nutritional education: building subsidies for teaching traininginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria de Fátima Gomes da Silva.pdf.txtMaria de Fátima Gomes da Silva.pdf.txtExtracted texttext/plain596230https://repositorio.pucsp.br/xmlui/bitstream/handle/22103/4/Maria%20de%20F%c3%a1tima%20Gomes%20da%20Silva.pdf.txt4cce109b9b84069456da8d9b06763922MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
dc.title.alternative.eng.fl_str_mv The subjective dimension of school food and nutritional education: building subsidies for teaching training
title A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
spellingShingle A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
Silva, Maria de Fátima Gomes da
Educação alimentar
Crianças - Nutrição
Hábitos alimentares
Professores de ensino fundamental - Formação profissional
Food education
Children - Nutrition
Food habits
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
title_short A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
title_full A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
title_fullStr A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
title_full_unstemmed A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
title_sort A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente
author Silva, Maria de Fátima Gomes da
author_facet Silva, Maria de Fátima Gomes da
author_role author
dc.contributor.advisor1.fl_str_mv Aguiar, Wanda Maria Junqueira de
dc.contributor.author.fl_str_mv Silva, Maria de Fátima Gomes da
contributor_str_mv Aguiar, Wanda Maria Junqueira de
dc.subject.por.fl_str_mv Educação alimentar
Crianças - Nutrição
Hábitos alimentares
Professores de ensino fundamental - Formação profissional
topic Educação alimentar
Crianças - Nutrição
Hábitos alimentares
Professores de ensino fundamental - Formação profissional
Food education
Children - Nutrition
Food habits
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
dc.subject.eng.fl_str_mv Food education
Children - Nutrition
Food habits
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
description The objective of this thesis is to apprehend the subjective dimension of Food and Nutritional Education (FNE) in local public schools of Elementary Education and, simultaneously, building subsidies to teacher training on the subject. The dichotomy between feeding/ nutrition, subject/object present in the field of Nutrition Science and in school FNE, is an important indicator for the necessary articulation between the field of Nutrition and the Human and Social Sciences. As a theoretical-methodological foundation, Thesis adopts Historical and Dialectical Materialism and Socio-Historical Psychology, which brings with it the criticism possibility due to his theoretical, methodological and epistemological foundations. The research has involved two groups. The first group is formed by nineteen teachers from three different schools from the city of Diamantina (MG); and the second one is formed by nine teachers of a school from the city of São Paulo (SP). The data production of the first group occurred during eight meetings, coordinated by seven researchers; and data from the second one, during nine meetings, coordinated by two researchers. For data production, a strategy called “Research and Training” was adopted, which has as some of its principles the collaboration and critical reflection about reality in the search of its transformation. The meetings were video recorded, transcribed, and later analyzed and interpreted by the procedure called “Nuclei of Meaning”, which has as purpose apprehend the meaning of the subjects beyond appearances. Four articulated Nuclei of Meaning were built: “the meaning and resignification of FNE: the importance of the discussion and construction of concepts related to Food and Nutrition in teacher training”; "FNE and the possibilities of curricular integration towards interdisciplinarity"; "The class ideology mediated in schools: conceptions of food, feeding and deficiencies as mediators"; "The ambiguous understanding of the nutritionist's performance in schools: present only to legitimize school feeding?". The first nucleus, affirms that the "Research and Training" strategy, enabled teachers and researchers to act in a collaborative way, articulating in a critical and reflexive way theory and practice (praxis), making possible the development of new concepts about food and nutrition. Another synthesis, shows the possibility of incorporating the FNE transversally to the school curriculum, towards interdisciplinarity. The third nucleus warns that class ideology, present in the school environment, can become an obstacle to the school that has as commitment a critical action with a view to the reality. The last nucleus warns about the necessary understanding the absence of the nutritionist in schools. The built syntheses contribute as subsidies for teacher training in FNE by showing that, based on the teachers' meanings, important FNE elements were found in the schools studied, evidencing their multiple determinations, including the dialectical relationship between objectivity and subjectivity and, therefore, the Subjective Dimension that the FNE constitutes in schools
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-04-26T12:34:32Z
dc.date.issued.fl_str_mv 2019-03-19
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
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dc.identifier.citation.fl_str_mv Silva, Maria de Fátima Gomes da. A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente. 2019. 233 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/22103
identifier_str_mv Silva, Maria de Fátima Gomes da. A dimensão subjetiva da educação alimentar e nutricional escolar: construindo subsídios para a formação docente. 2019. 233 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
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dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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