Nutrition education in the national curricular parameters for elementary schooling
Keywords:
health education, nutrition education, school children, nutrition, health promotionAbstract
Health promotion among children over 5 years old has not been a priority in the Brazilian health legislation, in particular in the school environment, although schoolchildren constitute a group that requires intensive actions in this direction, including educative programs in nutrition. The present work considers aspects concerning the insertion of nutrition education as a Transversal Subject in the National Curricular Parameters for Elementary Schooling. Besides recommending pedagogical premises, it focuses on some of the main technical-scientific requirements for such an implementation: the adequacy of undergraduate courses in nutrition, the modelling and understanding of the construction and change in food habits in the school context, and integration with other actions and interventions. The study of which this article is an integral part has given rise to two prospective laws, establishing principles and guidelines for the nutrition education and nutritional and food safety of schoolchildren, one of these laws being processed in the City Council of Rio de Janeiro and the other in the National Congress.
References
Organización Pan-Americana de la Salud. Rede Latinoamericana de Escuelas Promotoras de la Salud. Washington (DC): FAO; 1999.
Fundo das Nações Unidas para a Infância. Situação mundial da infância 1998. Brasília: Unesco; 1998.
Cyrino EG, Pereira MLT. Reflexões sobre uma proposta de integração saúde-escola: o projeto saúde e educação de Botucatu, São Paulo. Cad Saúde Pública. 1999; 15(Supl 2):39-44.
Brasil. Ministério da Educação e do Desporto. Secretaria do Ensino Fundamental. Parâmetros curriculares nacionais 1996 [Internet] [acesso 2002 set 20]. Disponível em: http://www.mec.gov.br/sef/ pcn.shtm
Pacheco JP. Políticas curriculares descentralizadas: autonomia ou recentralização? Educ Soc. 2000; 21(73):139-61.
Bizzo MLG. Difusão científica, comunicação e saúde. Cad Saúde Pública. 2002; 18(1):307-14.
Habermas J. Moral consciousness and communicative action. Cambridge: Polity Press; 1990. p.66.
Maturana HR, Varela FJ. Autopoiesis and cognition: the realization of the living. Reidel: Dordrecht; 1980.
Ausubel D, Novak J, Hanesian H. Educational psychology: a cognitive view. 2nd ed. New York: Holt, Rinehart & Winston; 1978. p.33-46
Freire P. Conscientização: teoria e prática da libertação. 3.ed. São Paulo: Moraes; 1980
Gallo S. Transversalidade e educação: pensando uma educação não-disciplinar. In: Alves NE, Garcia RL, organizadores. O sentido da escola. Rio de Janeiro: DPA; 1999. p.17-41.
Piaget J. A linguagem e o pensamento da criança. Rio de Janeiro: Fundo de Cultura; 1959
Weiler H. Enfoques comparados en descentralización educativa. In: Pereyra M, organizador. Globalización y descentralización de los sistemas educativos. Barcelona: Pomares Ediciones; 1996. p.74-90
Fourez G. Scientific and technological literacy as a social practice. Social Studies Sci. 1997; 27(6):903-22.
Brasil. Ministério da Educação. Conselho Nacional de Educação [Internet] [acesso 2004 jun 18]. Câmara de Educação Superior. Resolução CNE/CES 05/2001: Diretrizes curriculares nacionais para o curso de graduação em Nutrição. Disponível em: http://www.mec.gov. br/cne/pdf/CES05.pdf
Whitley Jr BE, Frieze IH. Children’s causal attribution for success and failure in achievement settings: a meta analysis. J Educ Psychol. 1985; 77(5):608-16.
Weiner B. An attributional theory of achievement motivation and emotion. Psychol Rev. 1985; 92(4):548-73.
Walsh ME, Bibace R. Children’s conceptions of AIDS: a developmental analysis. J Pediatr Psychol. 1991; 16(3):273-85
Glanz K. Behavioral research contributions and needs in cancer prevention and control: dietary change. Prev Med. 1997; 26 Suppl 1:S43–55.
Kristal AR, Beresford SA, Lazovich D. Assessing change in diet intervention research. Am J Clin Nutr. 1994; 59 Suppl 1:S185–9.
Edmonds J, Baranowski T, Baranowski J, Cullen KW, Myres D. Ecological and socioeconomic correlates of fruit, juice, and vegetable consumption among African-American boys. Prev Med. 2001; 32(6):476-81.
Guthrie CA, Rapoport L, Wardle J. Young children’s food preferences: a comparison of three modalities of food stimuli. Appetite. 2000; 35(1):73-7.
Bandura A. Self-efficacy: the exercise of control. New York: Freeman & Co; 1997.
Hendy HM, Raudenbush B. Effectiveness of teacher modeling to encourage food acceptance in preschool children. Appetite. 2000; 34(1):61-76.
Harris JR. Where is the child’s environment: a group socialization theory of development. Psychol Rev. 1995; 102(3):458-89.
Raudenbush B, van der Klaauw NJ, Frank RA. The contribution of psychological and sensory factors to food preference patterns as measured by the Food Attitudes Survey (FAS). Appetite. 1995; 25(1):1-15.
.Loewen R, Pliner P. The Food Situations Questionnaire: a measure of children’s willingness to try novel foods in stimulating and nonstimulating situations. Appetite. 2000; 35(3):239-50.
Gorder DD, Dolecek TA, Coleman GG. Dietary intake in the multiple risk factor intervention trial (MRFIT): nutrient and food group changes over six years. J Am Diet Assoc. 1986; 86(6):744-51.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Maria Letícia Galluzzi BIZZO, Lídia LEDER
This work is licensed under a Creative Commons Attribution 4.0 International License.
