Análise da implementação de ações de Educação Alimentar e Nutricional em escolas públicas municipais de uma capital da região do Sul do Brasil

Florintino, Camila da Silva; Silva, Denise Karulynne de Sousa; Gabriel, Cristine Garcia; Soar, Claudia; Uggioni, Paula Lazzarin; Neves, Janaina Das

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Sumário

ORIGINAL | Nutritional Education • Rev Nutr 36 • 2023 • https://doi.org/10.1590/1678-9865202336e220185 copiar

Análise da implementação de ações de Educação Alimentar e Nutricional em escolas públicas municipais de uma capital da região do Sul do Brasil

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

Objetivo

Analisar a inserção de ações de Educação Alimentar e Nutricional em unidades de Educação Infantil e Ensino Fundamental da rede pública municipal de Florianópolis, no ano de 2019.

Métodos

Ratos Wistar machos foram divididos em dois grupos experimentais de acordo com a dieta da mãe durante a gestação e lactação: grupo controle (NP: 17% caseína n=6) e grupo desnutrido (LP: 8% caseína n=6). Aos 60 dias de vida, os ratos foram sacrificados para coleta do hipotálamo para posterior análise bioquímica.

Resultados

Participaram do estudo 94 das 125 escolas de Educação Infantil e Ensino Fundamental de Florianópolis (75,2%). Dessas, 94,7% desenvolveram ações de Educação Alimentar Nutricional no ano de 2019. Evidenciou-se que a inserção da Educação Alimentar Nutricional no Projeto Político Pedagógico (p<0,001) e o planejamento dessas ações (p<0,001) nas escolas têm associação significativa com a sua realização. A participação dos profissionais em formação sobre alimentação e nutrição não mostrou associação com a realização das ações de Educação Alimentar Nutricional. As ações desenvolvidas com mais frequência foram a inclusão de atividades pedagógicas no currículo escolar (95,5%), a horta pedagógica (71,9%) e as oficinas culinárias (46,1%).

Conclusão

O estudo identificou um panorama positivo na capital catarinense, com destaque para ações incluídas transversalmente no currículo escolar, com enfoque multiprofissional. Ressalta-se, no entanto, a necessidade de desenvolvimento de estudos de monitoramento e avaliação das ações.

Palavras-chave
Educação alimentar e nutricional; Programas e políticas de nutrição e alimentação; Alimentação escolar; Promoção da saúde escolar

Questionnaire sections	Variables	Units of measurement/categories
I. Characterization of the schools and representatives	Position/function of the respondent	Principal; Pedagogical Coordination; Teacher; School Cooks; Others.
I. Characterization of the schools and representatives	Type of teaching of the school	Early Childhood Education (ECE); Elementary Education (EE).
II. Situation of the implementation of FNE actions in the PPP and school curriculum.	Inserted FNE actions into the PPP	Yes; No.
	Year when FNE actions were inserted into the PPP^* * To determine the categories, the year in which the FNE was inserted into the PNAE was considered [4].	Before 2009; In/after 2009;
	Projects/actions inserted into the PPP	The actions/projects were grouped according to similarities.
	Professionals who participated in the discussions on the insertion of the FNE topic into the PPP	Education team (principals, supervisors, teachers); Food team (nutritionists and school cooks; Other professionals.
	The professionals participated in training in food and nutrition	Yes; No.
	Professionals who received training in food and nutrition	Education team (principals, supervisors, teachers); Food team (nutritionists and school cooks; Other professionals.
	Time (years) since the last training	Less than 1 year; 1 to 2 years; 3 to 4 years; =5 projects/actions.
	Planned FNE actions for 2019	Yes; No.
	Number of actions planned in 2019	1 project/action; 2 to 4 projects/actions; = 5 projects/actions.
	Carried out FNE actions in 2019	Yes; No.
	How many actions were carried out	1 project/action; 2 to 4 projects/actions; = 5 projects/actions
	Persons responsible for the FNE actions carried out	Education team; Food team
II. Situation of the implementation of FNE actions in the PPP and school curriculum.	FNE actions implemented^ The construction of the categories was based on the study by Silva et al. [10].	Playful, theatrical, and storytelling activities; Pedagogical activities inserted into the school curriculum; Preparation of materials; Training/Meetings/Newsletters for the school community; school garden; hands-on cooking classes; Offer of healthy food; Lectures/chats directed to students; Cafeteria project; Other actions
	The nutritionist guided/followed up on the actions carried out.	Yes; No.
	Family involvement in the actions carried out	Yes; No.
	How family involvement occurred.	The ways families were involved with the actions were grouped according to similarities.
	Areas of knowledge/School subjects in which FNE was inserted	ECE: Pedagogical Action Centers (PACs) – Languages, Social/cultural relations, Nature; No PACs.EE: Arts; Science and Biology; Physical Education; Geography; History; Foreign language; Portuguese; Mathematics; No school subjects.
	FNE action teaching methodology^* ***** Active methodology: when the activities proposed actions in which students actively participated in the teaching-learning process; Traditional methodology: actions in which students received information passively; Mixed methodology: when it contemplates both methodologies.	Active methodology; Traditional methodology; Mixed methodology.
	Periodicity of the FNE actions^** ****** Permanent actions: when they carried out activities daily/weekly/monthly; One-off actions: semiannually/annually.	Permanent actions; One-off actions.
	FNE actions are evaluated	Yes; No.
	How they are evaluated	Institutional assessment instrument; Changes in food choices; Change of attitude in the classroom; Perception of school cooks and other professionals; Feedback from students; Feedback from parents; Pedagogical Meetings.

Variables		Frequency
Variables		n	%
Inserted FNE actions into the PPP (n=94)
	Yes	66	070.2
	No	28	029.8
Year when the FNE actions were inserted into the PPP^* * The variable allowed choosing one or more options. (n=66)
	Before 2009	12	018.2
	In/after 2009	38	057.6
	Unable to answer	16	024.2
Professionals who participated in the discussions on the insertion of the FNE topic into the PPP^* * The variable allowed choosing one or more options. (n=66)
	Education Team¹ 1 Principal, supervisor, and teacher/teaching assistant;	66	100.0
	Food Team² 2 Nutritionist and school cooks;	63	95.5
	Other professionals³ 3 General service assistants;	13	019.7
The professionals participated in training in food and nutrition (n=94)
	Yes	29	030.8
	No	65	069.3
Professionals who received training in food and nutrition^* (n=29)
	Education Team¹ 1 Principal, supervisor, and teacher/teaching assistant;	22	075.9
	Food Team² 2 Nutritionist and school cooks;	20	069.0
	Other (school board and the parent-teacher association)	02	0 6.9
Time (years) since the last training (n=29)
	Less than 1	12	041.4
	1 to 2	03	010.3
	3 to 4	02	0 6.9
	Unable to answer	12	041.4
Planned FNE actions for 2019 (n=94)
	Yes	70	074.5
	No	24	025.5
Number of actions planned (n=70)
	1 action	14	020.0
	2 to 4 actions	33	047.1
	= 5 actions	14	020.0
	Unable to answer	09	012.9
Carried out FNE actions in 2019 (n=94)
	Yes	89	094.7
	No	5	0 5.3
How many actions were carried out (n=89)
	1 action	9	10.1
	2 to 4 actions	73	082.0
	= 5 actions	7	0 7.9
Persons responsible for the FNE actions carried out^* * The variable allowed choosing one or more options. (n=89)
	Education Team¹ 1 Principal, supervisor, and teacher/teaching assistant;	56	062.9
	Food Team² 2 Nutritionist and school cooks;	25	028.1
	Others (retrained and cleaning professionals; family members and community)	13	014.6
	Unable to answer	31	034.8
The nutritionist guided/followed up on the actions carried out (n=89)
	Yes	75	084.3
	No	4	0 4.5
	Unable to answer	10	0 11.2
Family involvement in the actions carried out (n=89)
	Yes	49	55.1
	No	40	044.9

Variables		Carried out FNE actions				p-value^* * Test: Pearson's Chi-square.
		Yes		No
		n	%	n	%
Inserted FNE actions into the PPP						0.000
	Yes	66	74.2	–	–
	No	23	25.8	5	100.0
Planned FNE actions						0.000
	Yes	70	78.7	–	–
	No	19	21.3	5	100.0
The professionals participated in training in food and nutrition						0.125
	Yes	29	32.6	–	–
	No	60	67.4	5	100.0

Variables			Frequency
Variables			n	%
FNE actions implemented^* * The variable allowed choosing one or more options. (n=89)
	Playful, theatrical, and storytelling activities		10	11.4
	Pedagogical activities inserted into the school curriculum^ Activities inserted transversely into the school subjects/areas of knowledge and/or everyday actions planned by teachers.		85	95.5
	Preparation of materials (recipe book and posters)		6	6.7
	Training/Meetings/Newsletters to the school community		6	6.7
	School garden		64	71.9
	Hands-on cooking classes		41	46.1
	Offer of healthy food		25	28.1
	Lectures/Chats directed at students		9	10.1
	Cafeteria project^* ****** PAC – Pedagogical Action Centers are the areas of knowledge of early childhood education schools of the public school system of Florianópolis, SC, Brazil.		22	24.7
	Other actions (use of videos/movies, visit to the street market, and activities on the nutritional composition of food)		3	3.4
Areas of knowledge/School subjects in which FNE was inserted^* * The variable allowed choosing one or more options.
	Early childhood education (n=64)
		All PACs^* ****** PAC – Pedagogical Action Centers are the areas of knowledge of early childhood education schools of the public school system of Florianópolis, SC, Brazil. (Languages, Social/Cultural Relations, and Nature)	61	95.3
		PAC (Languages and Nature)	2	3.2
		No PACs	1	1.6
	Elementary Education (n=28)
		Art	6	21.4
		Science and Biology	22	78.6
		Physical Education	12	42.9
		Geography	6	21.4
		History	7	25.0
		Foreign Language	9	32.1
		Portuguese	13	46.4
		Mathematics	12	42.9
		No school subjects	5	17.9
	FNE action teaching methodology (n=89)
		Active methodology	66	74.2
		Mixed methodology (traditional and active)	23	25.8
	Periodicity of the FNE actions (n=89)
		Permanent actions	46	51.7
		One-off actions	14	15.7
		Unable to answer	29	32.6
	FNE actions are evaluated (n=89)
		Yes	71	79.8
		No	8	9.0
		Unable to answer	10	11.2
	How they are evaluated^* * The variable allowed choosing one or more options. (n=71)
		Institutional assessment tool	3	4.2
		Change in food choices	49	69.0
		Change of attitude in the classroom	40	56.3
		Perception of school cooks and other professionals	50	70.4
		Feedback from students	5	7.0
		Feedback from parents	43	60.6
		Pedagogical meetings	6	8.4

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[1] Correspondence to: J. DAS NEVES. E-mail: janaina.neves@ufsc.br.