Alimentação Saudável na Escola: Uma Construção Coletiva?

• Autor(a) principal: CAMOZZI, Aída Bruna Quilici
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1462
• topic: Alimentação escolar; educação alimentar e nutricional; promoção da aaúde; School feeding; food and nutritional education; health promotion; CNPQ::CIENCIAS DA SAUDE::NUTRICAO

Changes in the contemporary eating pattern are closely related with the increase in the prevalence of chronic diseases, reason why national and international policies focus on this problem. School is taken as a priviledged space for health and healthy eating promotion, since as it should contribute to the development of a critical thinking, autonomous citizen, it should also favour the adoption of healthy lifestyles. However, there are little known initiatives with such purpose, so that lapses between legal dispositions and observed experience are identified. The objective of this study was to analyze healthy eating perception as well as healthy eating promotional acts carried in the school community, to describe facilitating and hindering factors in their implementation, and to comprehend how healthy eating promotion policies are executed in such social space. It is a descriptive-exploratory study with qualitative approach using focal groups, which interpretation was done according to the thematic content analysis. Research was carried in six elementary grade schools appointed by Goiânia's municipal education bureau, of which principals and coordinators comprised the management group, and pofessors, food manipulators and school council representatives comprised the doers group. Data analysis has evidenced a biologist view of healthy eating, as well as a welfare comprehension of the role of eating at school. Healthy eating promotion activities were limited to classroom approach by teachers and to dispersed activities aimed at increasing meals' acceptability. Were cited as healthy eating promotion facilitating factors the teachers' compromise and coordinators' involvement with the subject, the variety of food genres and hygienic preparation of school meals, the interface between health and education, and the role of students in retransmitting the knowledge to the family. Hindering factors were the limited availability of educational material, teachers' inadequate training for approaching the subject, lack of food manipulators' training, menu and infrastructure inadequacy, lousy parental interaction in the process and the conflict between healthy food and tasty food. Conclusion is that healthy eating promotion policies were not adequately inserted in the school environment, which imply the need of involving the whole school community in a collective pedagogical project that allows the transverse inclusion of the subject in the school curriculum. As such, it is suggested that teachers and food manipulators' training should contemplate active methodologies and their participation in the process, and that meals offered should be compatible with eating habits and with the sociocultural background of those involved. Finally, are accounted as pertinent the revaluation of proposed practices related to health pomotion projects,a greater intersectorial integration and the increasing of awareness of all involved, so to secure adequate and healthy eating at school.