Percurso interativo para a promoção da educação alimentar e nutricional em uma escola do campo no estado do Mato Grosso do Sul

Abstract

This study aimed to promote Food and Nutritional Education (FNE) for the valorization of school meals through interdisciplinary and cross-cutting activities, based on the disciplines (geography, history, and science) that constitute the "Terra Vida e Trabalho" (Land, Life, and Work) curricular component, in a Rural School setting. It sought the construction of a University Extension Technical Project for execution alongside educators, students, and families of the José de Anchieta POLO Municipal School, at its "Sala Matão" extension, located in a rural settlement in the municipality of Bandeirantes - MS. The adopted methodology was participatory and qualitative. A diagnosis was carried out through interviews based on semi-structured questionnaires, which were applied to educators, parents/guardians, and students. The technical product was the planning and execution of the interactive pathway, contextualized with the local reality, school meals, and family farming in the region. Its construction considered the diagnostic data, the curricular components, their contents, and the principles of FNE. Consolidation occurred through the execution of the following actions: reflection on the act of eating well, field trips to family farming properties, recipe development, a lecture with a nutritionist, reading, writing, and production activities, and interaction with the family at the "feira verdinha" (small green market). The pedagogical activities promoted the valorization of school meals sourced from family farming, presented the origin of the foods, the importance of valuing local products, sustainable production, and the consumption of diversified and regional foods. The planned and executed actions, with participant interaction, align with the premises of FNE and allowed participants to reflect on healthy eating choices, encompassing sociocultural, biological, and environmental dimensions. The results indicated a positive impact of FNE on the participants' vision, suggesting continuity in this school extension and possibilities for implementing the pathway methodology in the school’s POLO unit.