Paths for the articulation of Food and Nutrition Education with the school curriculum: an experience report in the context of elementary school
DOI:
https://doi.org/10.12957/demetra.2021.56719Keywords:
Healthy eating promotion. Children development. School health services.Abstract
Objective: This study aims to report the experience of the construction and implementation of school-based food and nutrition education (SFNE) transversal actions to an elementary school curriculum. Method: The actions were conducted between August and December 2020 in a public school in the state of Paraíba, in Brazil, based on the content of the Brazilian Food and Nutrition Education Framework for Public Policies and on the Dietary Guidelines for the Brazilian population transversally associated to cognitive development and topics in Portuguese and Mathematics classes. Results: In the results, the strategies of the Food and Nutrition Education (FNE) actions executed were described, as well as the articulations to the school’s curricular components, according to the school age of the students. With the experience, ludic resources, such as games and story-telling, were observed as a strategy necessary to the engagement of students in the actions. The articulation of FNE with the school curriculum was viable due to the availability of the current pedagogic planning by all teachers in the school. The conduction of the FNE actions adapted by school age granted a more satisfactory learning and better participation of the students. Conclusion: The transversal FNE actions were challenging and demanded creativity, rapport between educators and the school’s management team, as well as planning adequately done considering territorial singularities and those of each school cohort.
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