Alimentação escolar e multidimensionalidade em práticas pedagógicas na rede municipal da educação de Curitiba-PR

Abstract

This research addresses the multidimensionality of the theme of food in the school context, linked to the National School Feeding Program (PNAE). Through qualitative documentary research, it presents the history of the PNAE in Curitiba and investigates the presence of school feeding and the dimensions of food proposed by Castro (2015) in Food and Nutrition Education (EAN) practices carried out by teachers, especially by participants in the Research Action in Schools Project (PAE), developed by the Municipal Department of Education, in 2022. The theme is justified by the relevance of EAN in all its dimensions, in addition to the biological/nutritional one, as it also involves human rights, culture, socialization, economy and environmental issues that can be addressed from an educational perspective, with a view to promoting knowledge on food and nutritional security and food sovereignty for present and future generations. As recommended by Law No. 11,947/2009, which regulates the PNAE, the role of school feeding is more complex than simply feeding/nourishing. In this context, the genesis of the problem arises: the need for teachers to better understand the public policy that guarantees food at school every day and to have support to develop EAN actions, based on the food served there. The research revealed that the pedagogical practices in food most adopted by teachers in Curitiba involved discussion groups, research, and vegetable gardens, but they rarely used official EAN references, such as the Food Guide for the Brazilian Population (2014). All dimensions of food were present in the pedagogical practices presented to PAE Curitiba in 2022, especially the sociocultural dimension, while in Brazil, they were more focused on the biological dimension. However, the dimension of school meals linked to PNAE seemed invisible in EAN actions carried out in Brazilian and Curitiba educational units. Strengthening it is necessary, as it is a possibility for adequate and healthy food in society based on greater understanding and adherence to PNAE. As a contribution, a game is proposed as an educational product, called “Teacher who Feeds”, and a wheel called Alimentômetro Escolar, support materials for the work of teachers who wish to implement the transversality of EAN in the daily school routine, with a multidimensional focus and using school meals as a technological tool.