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Resumo

Based on ethnographic fieldwork conducted during recess and lunch in a primary school sited in a deprived Palermitan neighbourhood, this paper sheds light on the (dis)functioning of food pedagogies in a school on the fringes of society. During recess, teachers use food rules to highlight transgressions, but not to improve food literacy. Likewise, their efforts during lunchtime are devoted solely to keeping children under control, while trying to get to the end of lunch as soon as possible. Ultimately, both eating occasions are seldom opportunities for food education, as teachers' primary focus is on preventing or halting children's restlessness and skirmishes. I conclude by outlining some limitations and strengths of the ethnography while reflecting on the findings vis-à-vis previous fieldwork I conducted in less challenging contexts.

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