Year: 2012
Type: article
Abstract: 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.
Source: Revista Inter-Ação
Institution: Universidade Federal de Pernambuco
Language: Portuguese
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2017369071