Educação alimentar e nutricional no ensino fundamental: uma abordagem problematizadora freiriana
In an attempt to deal with the consequences of hunger and poor eating habits, especially in Brazil that moves between malnutrition and obesity, many studies have been addressing the theme Food-Nutrition. Of particular interest to educators are those dealing with the physiological aspect, where ma...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27787 |
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| Resumo: | In an attempt to deal with the consequences of hunger and poor eating habits, especially
in Brazil that moves between malnutrition and obesity, many studies have been
addressing the theme Food-Nutrition. Of particular interest to educators are those dealing
with the physiological aspect, where malnutrition is being investigated as a limiting factor
for learning, as well as those focusing on food and nutrition education. In this qualitative
study, we sought to develop and evaluate the potential of a Didactic Sequence, an
educational product resulting from a master's dissertation entitled: “Tell me what you eat
and I will tell you if you are healthy” about Food and Nutrition Education, based on a
Freirean educational perspective, developed in the dynamics of Pedagogical Moments.
Essentially, we sought to promote the adoption of more critical and reflective attitudes
towards eating habits by students. A survey questionnaire was applied and then the
Didactic Sequence in an 8th grade elementary school class in a public school in NatalRN. In addition to the questionnaire, an adapted portfolio, classroom activities and direct
observation were used as data collection instruments. Results were analyzed using
elements of content analysis. The analysis of the survey questionnaires showed that
students have a range of misconceptions regarding food-nutrition; do not identify the
nutrients present in each food; they consume too much high-calorie cholesterol and
sodium foods; and they hardly consume whole grains and olive oil. The results of the
intervention showed that students resist participating in non-traditional methodologies.
Thus, we consider some positive points achieved: the encouragement to the proposition
of hypotheses and the possibility of reflection regarding the eating habits. In addition,
after the intervention, more students began to refer to the preparation method, the choice
of ingredients and hygiene, reflecting an understanding that food is more than eating food
and understanding that many factors will drive the food. food choices. Misconceptions
diagnosed in the pretest were not completely abandoned, given their persistence and
difficult overcoming. Another limitation observed was the difficulty related to
mathematical operations. Even so, the school proved to be a favorable space to implement
actions in Food and Nutrition Education, aiming at the emancipation of the student. The
perspective of Freirean problematization made it possible for the students to be at the
center of the debate, allowing them to reflect on the reality and question it. |
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