Dialogue concerning the limits and possibilities of food and nutrition education through school textbooks

Abstract

This study describes how Food and Nutrition Education (FNE) is presented in Brazilian secondary School Textbooks and seeks to identify spaces and directions which can optimize FNE. The Depth Hermeneutics methodology is followed. Firstly, the time and space frame for FNE is identified, within the context of the National School Textbook Programme (PNLD), The fields of interaction which influence the formulation of FNE in textbooks are explored. Results indicate factors in governmental and editorial spheres, and in the school context, which shape FNE and are relevant in the educative process. In conclusion, it is suggested that foods presented in textbooks should reflect the diversity present the differing Brazilian contexts; that authors and teachers be involved in discussion circles related to the theme; and that textbooks should stimulate FNE focussed dialogue, including in discussion the objectives and practices of related government programmes present in schools, such as school lunches and vegetable gardens.

Keywords:
Food and nutrition education; School textbook; Basic education; Brazilian National School Textbook Programme