OBJECTIVE:To analyze the nutrition-related issues of high school Biology textbooks by comparing the available information with the current knowledge. METHODS: A cross-sectional descriptive study was undertaken to evaluate all the Biology textbooks recommended by the Ministry of Education for high school classes. The data collection was performed by a structured assessment tool to evaluate the content of each book. The content was classified as "sufficient", when all the variables analyzed were presented in the textbooks and in consonance with the current scientific literature; "insufficient", when they were partially presented in the textbooks and in consonance with current scientific literature; "absent", when the content was not available in the textbook. Variables available but outdated or incorrect were individually and descriptively assessed. The content analysis technique was employed in the present study. RESULTS: All the textbooks had nutrition-related information. However, most of them were insufficient to promote awareness of food choices and/or change of lifestyle. The following information was not available in the books: vitamin A and folate deficiency (100%), anemia due to iron deficiency (89%), obesity, iodine deficiency and food pyramid (78%). CONCLUSIONS: The insertion of nutritional education in the academic curriculum and the periodical review of nutrition-related issues presented in the textbooks may help the prevention of health problems among children and youth.
adolescent nutrition; books; teaching
