Educação alimentar no ensino médio: abordagens alternativas com foco na alimentação saudável

Abstract

This work presents several explanations about the reasons for working with food and nutrition education in schools, its relevance for the entire school community and the potential for this theme to be propagated in different social spaces, as it is a theme that expresses people's interest in a different way. general, contributing to debates inside and outside school spaces, in addition to its undeniable importance through Law 13.666 that drives the inclusion of food and nutrition education in the school curriculum, being still a cross-cutting theme; the need to maintain good dietary practices to avoid chronic noncommunicable diseases, which reduces public health expenditure; the formation of a critical, coherent conscience that has an understanding of the importance of healthy eating that leads to taking sensible measures regarding food and lifestyle. From this and using active methodologies with pedagogical workshops, with the objective of making this knowledge more assimilable to students. This research was carried out at the institution E.E.E.I.F.M.E.J.A. Technique Alice Carneiro, with high school students (2nd grade). Two questionnaires were carried out in parallel before and after the didactic experiences comparing the possible differences between these two periods. The analysis revealed that the students were confused in the differentiation of some nutrients, with some coherent responses in the post-test, with improvement in the reduction of consumption of industrialized foods, appropriation of the importance of the information present on the labels and in the correct choices in relation to foods. rich in proteins, carbohydrates and vitamins, it was also found that students are not satisfied with school meals. The workshops proved to be effective since the students developed several skills, including reading, writing, interpreting, creating texts, discussing information in a more playful way. It is concluded that this methodological form helped in the acquisition of new practical knowledge.