A Educação Alimentar e Nutricional trilhada nos caminhos das Culturas da Infância: um estudo pautado na pesquisa-ação
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Data
2019-09-20
Autores
Rodrigues, Lívia Bernardes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ao avaliarmos o cenário da infância contemporânea, do ponto de vista da saúde, é possível observar índices de sobrepeso e obesidade em escalas alarmantes. Os crescentes números colocam em pauta as medidas educativas utilizadas no desenvolvimento dos hábitos alimentares dessa população, uma vez que tais ações têm um impacto relevante no que tange ao desenvolvimento de práticas alimentares que permanecerão ao longo da vida. Embora a temática seja reconhecidamente essencial para a formação e manutenção de bons hábitos a longo prazo, poucas ações surtem o efeito esperado junto à população infantil pelo fato de muitas serem elaboradas fora do contexto no qual as crianças estão inseridas, ou seja, fora do contexto das culturas da infância. Dessa maneira, para que as intervenções contribuam na transformação da alimentação infantil, é preciso que elas sejam capazes de permitir às crianças significar a temática a partir de suas próprias perspectivas possibilitando, então, o desenvolvimento de uma autonomia nas suas escolhas alimentares. Assim, é por meio das culturas da infância que a criança cria sua identidade pessoal. Partindo deste princípio, a presente pesquisa tem como objetivo promover e avaliar a educação alimentar e nutricional na escola por meio de práticas pedagógicas apoiadas nas culturas da infância para favorecimento do processo de ensino-aprendizagem acerca da alimentação. A pesquisa foi desenvolvida com crianças de 4 a 4 anos e 11 meses matriculadas e frequentando uma Instituição Municipal de Educação Infantil, situada à Noroeste do Estado de São Paulo. A metodologia empregada foi a pesquisa-ação e utilizou como procedimentos de coleta de dados: entrevista semiestruturada, observação participante e diário de campo. Os resultados evidenciaram o quanto as ações, apoiadas nos pressupostos da Sociologia da Infância, contribuíram positivamente nos hábitos alimentares das crianças no que diz respeito a ampliar os horizontes da alimentação. Assim, conclui-se que articular as áreas da nutrição, educação e infância é um significativo caminho na construção da identidade alimentar das crianças, pois favorece a ampliação da cultura alimentar já nos primeiros anos de vida.
When evaluating contemporary childhood from a health viewpoint, obesity and overweight indexes are alarmingly high. Growing numbers put on the agenda educative measures used in developing this population’s eating habits, since these actions are relevant in developing eating habits which will last a lifetime. Although this theme is recognized as essential for creating and maintaining long-term good habits, few of these practices are effective with children given that they are elaborated outside the context in which these children exist, outside childhood cultures. In this manner, for interventions to contribute in changing children’s eating habits, they must be able to allow the child to give meaning to the theme from their own perspectives, thus allowing for the development of an autonomy in their eating choices. Therefore, it is through childhood cultures that the child creates their personal identity. With that in mind, this research aimed to promote and evaluate eating and nutritional education in a school through pedagogical practices supported by childhood cultures to favor the teaching-learning process focused on eating. This research was developed with children between 4 years and 4 years and 11 months at a Municipal Institution for children’s education in the Northeast of the state of São Paulo. As a methodology, it used research-action and as data collection procedures, a semi-structured interview, participant observation, and field diary. Results show how actions based on the postulates of the sociology of childhood contributed positively in the children’s eating habits regarding expanding their eating horizons. We then conclude that articulating the areas of nutrition, education, and childhood is a significant path to building children’s food identity as it favors broader eating culture in the early years of life.
When evaluating contemporary childhood from a health viewpoint, obesity and overweight indexes are alarmingly high. Growing numbers put on the agenda educative measures used in developing this population’s eating habits, since these actions are relevant in developing eating habits which will last a lifetime. Although this theme is recognized as essential for creating and maintaining long-term good habits, few of these practices are effective with children given that they are elaborated outside the context in which these children exist, outside childhood cultures. In this manner, for interventions to contribute in changing children’s eating habits, they must be able to allow the child to give meaning to the theme from their own perspectives, thus allowing for the development of an autonomy in their eating choices. Therefore, it is through childhood cultures that the child creates their personal identity. With that in mind, this research aimed to promote and evaluate eating and nutritional education in a school through pedagogical practices supported by childhood cultures to favor the teaching-learning process focused on eating. This research was developed with children between 4 years and 4 years and 11 months at a Municipal Institution for children’s education in the Northeast of the state of São Paulo. As a methodology, it used research-action and as data collection procedures, a semi-structured interview, participant observation, and field diary. Results show how actions based on the postulates of the sociology of childhood contributed positively in the children’s eating habits regarding expanding their eating horizons. We then conclude that articulating the areas of nutrition, education, and childhood is a significant path to building children’s food identity as it favors broader eating culture in the early years of life.
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Palavras-chave
Educação alimentar e nutricional, Sociologia da infância, Culturas da infância, Educação, Nutrição, Eating and nutritional education, Sociology of childhood, Childhood cultures, Education, Nutrition