THE BIOCULTURAL UNDERSTANDING OF FOOD IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS AND THE DIALOGUE AMONG TEACHING, SCIENCE AND HEALTH
DOI:
https://doi.org/10.12957/demetra.2017.28081Keywords:
Food. Education. Research.Abstract
In a certain situation reminded me of my Physical Education undergraduate course in which I learned, from a technical and mechanistic view, that food is the essential energetic fuel for the proper functioning of the human machine called the body and that it was enough to balance the energy spent in physical activity and to keep track of the ingested calories. That is what was broadly accepted in the ’80s. The biomedical model (health–disease relationship) was predominant then. Thus, it was acceptable to judge and condemn sugar as the villain of human eating habits, to blame fat and thin people for disobeying diets or for being too lazy to exercise and, consequently, for not fitting into fashionable body standards. I hear a nagging voice in my head: According to this way of thinking, is the matter food versus physical activity? I am not here to disregard the importance of biological knowledge—far from it—but are decontextualized actions enough to cause changes in habits and behaviors—that is, alterations in educational practices—without understanding the role that culture plays in human eating habits? In other words, does the teacher understand food beyond biological needs? This essay aims to reflect on how distant food as a biocultural phenomenon is from the training of physical education teachers. From the food perspective, it is supported by Contreras and Garcia (2011), Poulain (2013), Carneiro (2003), and Santos (2005). The structure of the text contemplates the path, the traveler, and the journey to the teaching/learning process as well as the scientific production.
DOI: 10.12957/demetra.2017.28081
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