O ensino da digestão-nutrição na era das refeições rápidas e do culto ao corpo
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Data
2006-04-01
Autores
Gonzalez, Fabiana Gaspar
Paleari, Lucia Maria [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp), Faculdade de Ciências
Resumo
Mudanças notáveis nos hábitos alimentares, acompanhadas de práticas fisioculturistas intensas, são a tônica dos dias atuais, com registros de carências nutricionais e de obesidade bastante preocupantes, do ponto de vista da saúde pública, entre crianças, jovens e adultos. Mas o que conhecem as crianças e os adolescentes sobre o processo de digestão-nutrição, os conceitos básicos envolvidos e as condutas alimentares adequadas à boa saúde humana? Como é desenvolvido esse tema nas escolas públicas e particulares de ensino? Tais questionamentos desencadearam um estudo sobre a natureza das práticas desenvolvidas por professores de ciências e biologia e o conhecimento apresentado por alunos de escolas públicas e particulares. Os resultados revelaram inadequação no tratamento metodológico de ensino do processo de digestão e conceitos envolvidos nesse tema, que levam os alunos ao desinteresse e a manterem praticamente inalterados os conhecimentos ordinários que possuem. O processo de digestão e nutrição, bem como suas implicações para a saúde, configuraram-se como fenômenos desvinculados do aluno, à semelhança do que observamos nos livros didáticos por eles utilizados. A dinâmica das inter-relações alimentares entre seres vivos são superficialmente consideradas em ecologia e passam ao largo das adaptações comportamentais, morfológicas e fisiológicas envolvidas. Considerando esses resultados, propõe-se conteúdo baseado em abordagem ecológica, voltado para determinadas atividades experimentais, jogos e interações coevolutivas de seres vivos - aspectos biológicos e sociais, para o despertar de posturas reflexivas e críticas diante das transformações sociais em curso e de nossas necessidades biológicas no que se refere à alimentação e saúde.
There have been marked changes in eating habits perceptions of body image; these are currently very important with reports of nutritional deficiency and obesity, and are a large public health concern among children, adolescents, and adults. But what do children and adolescents know about the nutritiondigestion process and the basic concepts involved, and adequate eating behaviours for good health? How is this theme developed in state and private schools? These questions led to a study of the nature of practices developed by science and biology teachers and the knowledge shown by students in schools. Results revealed inadequate teaching methodology when dealing with the digestion process and the specific concepts involved in these themes, which leads to student disinterest and practically no change in their common understanding of the subject. Digestion and nutrition processes, as well as their health implications are seen as phenomena apart from student's life similar to how they are presented in the school text books. The dynamics of eating interrelations between living creatures are superficially covered in ecology and little attention is paid to the behavioural, morphological, and physiological changes involved. Considering these results we propose content based on an ecological approach directed towards specific experimental activities, games, and the co-evolutive interactions of living beings - social and biological aspects - to start students thinking about and criticising current social trends and our biological needs in relation to eating and health.
There have been marked changes in eating habits perceptions of body image; these are currently very important with reports of nutritional deficiency and obesity, and are a large public health concern among children, adolescents, and adults. But what do children and adolescents know about the nutritiondigestion process and the basic concepts involved, and adequate eating behaviours for good health? How is this theme developed in state and private schools? These questions led to a study of the nature of practices developed by science and biology teachers and the knowledge shown by students in schools. Results revealed inadequate teaching methodology when dealing with the digestion process and the specific concepts involved in these themes, which leads to student disinterest and practically no change in their common understanding of the subject. Digestion and nutrition processes, as well as their health implications are seen as phenomena apart from student's life similar to how they are presented in the school text books. The dynamics of eating interrelations between living creatures are superficially covered in ecology and little attention is paid to the behavioural, morphological, and physiological changes involved. Considering these results we propose content based on an ecological approach directed towards specific experimental activities, games, and the co-evolutive interactions of living beings - social and biological aspects - to start students thinking about and criticising current social trends and our biological needs in relation to eating and health.
Descrição
Palavras-chave
Ensino de ciências, Digestão, Nutrição, Educação alimentar, Abordagem sistêmica, Science teaching, Digestion, Nutrition, Eating education, Systemic approach
Como citar
Ciência & Educação (Bauru). Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru., v. 12, n. 1, p. 13-24, 2006.