A inserção da educação alimentar e nutricional no projeto político pedagógico de escolas do Ensino Fundamental II de um Município do Recôncavo Baiano: uma análise documental

Abstract

Food and Nutritional Education (FNE) is characterized by a set of strategic actions for promoting health and controlling diseases related to nutrition. Since the 1930s, this theme emerged with a biologistic and elitist approach, where ‘home visitors’ played a role. In addition to families, schools play an important role in educating individuals. In 1997, the inclusion of the topic of ‘nutrition’ in the school curriculum, along with the theme of ‘nutrition and health,’ was published in the National Curricular Parameters (PCNs). In 2017, with the creation of the National Common Curricular Base, there was a proposal regarding the minimum knowledge and skills that students should have upon completing their school years. In 2018, FNE became a mandatory and cross-cutting theme in the curriculum. Therefore, this research aimed to analyze the alignment of national and municipal educational curricular bases with public health and education policies, in line with FNE promotion actions in middle schools. Using a qualitative approach and document analysis, this study examined educational normative documents. Despite being proposed in normative documents, the approach is not effectively addressed in a cross-cutting manner and is poorly understood by many schools. For the research, five middle schools in the urban area of Cruz das Almas, Bahia, were consulted. Of these, only three provided their normative documents, and only one was in compliance with national normative documents. It was concluded that due to the limited implementation of FNE within school actions, the research initiated in this study remains inconclusive. Questions remain, such as why there are still weaknesses in addressing the theme in a contextualized and cross-cutting manner in schools, despite the incorporation of FNE into educational guidelines?