Educação Alimentar Na Escola Por Uma Abordagem Integradora Nas Aulas De Ciências

Bibliographic Data

ID5923992
AuthorsMicheline Barbosa Da Motta (Universidade Federal de Pernambuco), Francimar Martins Teixeira (0000-0002-8655-4578, Universidade Federal de Pernambuco)
Year2012
Volume37
Issue2
Publication date2012-10-20
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Inter-Ação (JOURNAL)
Journal identifiersISSN: 0101-7136 • E-ISSN: 1981-8416
PublisherUniversidade Federal de Goias (PUBLISHER • BR)
DOI10.5216/ia.v37i2.14644
OpenAlexW2017369071
LanguagePT
Citations received2
References cited1

This paper addresses nutrition education in the school. Educational practices related to this subject were investigated in the discourse of science teachers through interviews. The findings revealed that (i) dietary habits are perceived as individual, and biological-nutritional, divorced from cultural-socioeconomic factors; (ii) textbooks appear as references when preparing classes; (iii) while appearing not to understand dietary intake as multi-determined, they stress the need for integrated work; and, (iv) the lack of such work is justified by a dearth of appropriate training, and the extensive curricular content to be covered. Considering the need for an integrated approach to dietary issues, the possibilities of re-dimensioning teaching in terms of making room for the expression and negotiation of meanings should be analyzed. Textbooks could offer suggestions for activities and socio-scientific issues as a framework for such possibilities

Library science · Negotiation · Nutrition Education · Pedagogy · Population · Social science · Socioeconomic status · Sociology · Subject (documents) · Work (physics) · Engineering · Environmental Sustainability and Education · Food, Nutrition, and Cultural Practices · Medicine · Psychology · Science and Education Research · Gerontology

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