The National School Feeding Program in public schools

• Autor(a) principal: Figueroa Pedraza, Dixis
• Data de Publicação: 2017
• Outros Autores: Melo, Nadinne, Araujo, Erika, Silva, Franciely
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Brasileira em Promoção da Saúde
• Texto Completo: https://ojs.unifor.br/RBPS/article/view/6007
• topic: Nutrition Programs and Policies; School Feeding; School Health.; Programas y Políticas de Nutrición y Alimentación; Alimentación Escolar; Salud Escolar.; Programas e Políticas de Nutrição e Alimentação; Alimentação Escolar; Saúde Escolar.

Objective: To characterize the National School Feeding Program (Programa Nacional de Alimentação Escolar – PNAE) in public schools considering structural and procedural aspects and the acceptance of school meals. Methods: Descriptive cross-sectional study of PNAE in 18 public schools in the urban area of Campina Grande, Paraíba, involving information about 85 teachers, 18 school cooks and 1081 students. Aspects related to the structure, activities complementary to the program, the profile of school cooks, teachers’ knowledge about food and nutrition and acceptance of school meals were assessed using questionnaires and observation. Results: The structural conditions were rated as fair, with eight schools (44.44%) classified in this category. The refectory and the kitchen were pointed out as the most deficient areas. A deficit in activities complementary to the program was found; only two schools (11.11%) had school gardens and five (27.77%) developed health and nutrition activities. School cooks showed a profile suitable to the profession. Regarding teachers’ knowledge, the identification of nutritional characteristics of foods was the main failure observed. Rejection and nonadherence to school meals were estimated around 25% and 35% of the students, respectively. Conclusion: Structural and procedural failures in the implementation of PNAE need to be resolved in compliance with the current law. There are deficiencies in the refectory, in the kitchen and in the development of educational activities. In addition, school gardens were scarce. Improvements in these conditions can have a positive impact on acceptance and adherence to school meals by the students.