The presence of images in educational materials and their uses in teaching-learning contexts have been discussed by Science education research. Given the importance and frequent use of these images and sparse discussions around such use as a didactic tool in the context of Science education, this paper aims at contributing to the expansion of these discussions. Food education was selected as the main thematic context for its recurring presence in contemporary educational debate and curricula. To this end, food guides which were used as a teaching resource in a continuing education course for teachers were analyzed to highlight the limits and possibilities of the use of these images for nutritional education in elementary schools. The analysis showed contradictions and questions covering social and cultural contexts of production and reading of these images, whose relevance is unquestionable for educational practices in Science education.
Food education; Science education; Visual analysis; Food guides