Ligia Amparo da Silva Santos

Educação alimentar e nutricional no contexto da promoção de práticas alimentares saudáveis

Este trabalho tem como objetivo fazer uma reflexao sobre a educacao alimentar e nutricional no contexto da promocao das praticas alimentares saudaveis, apontada como importante estrategia para enfrentar os novos desafios no campo da saude, alimentacao e nutricao. O ponto de partida e a analise de publicacoes oficiais e documentos recentes do governo brasileiro que norteiam as politicas nesse campo. Embora a relevância da educacao alimentar e nutricional seja reconhecida nesse contexto, poucas referencias sao feitas a ela no que tange a delimitacao dos seus limites e possibilidades, como tambem sobre os elementos que norteiam a sua pratica. Os documentos indicam que o objetivo das propostas educativas em alimentacao e nutricao e mais subsidiar os individuos com informacoes adequadas, corretas e consistentes sobre alimentos, alimentacao e prevencao de problemas nutricionais do que os auxiliar na tomada de decisoes. Dessa forma, cresce a importância dos campos da informacao e da comunicacao, nos quais se enfatizam as estrategias de producao, circulacao e controle das informacoes referentes a alimentacao e nutricao, em detrimento das estrategias da educacao alimentar e nutricional. Os dois campos parecem se confundir. Argumenta-se, no entanto, que embora os campos do acesso a informacao e a comunicacao sejam de extrema relevância, eles nao sao suficientes para a construcao de praticas alimentares saudaveis. Assim, urge uma reflexao sobre as bases da educacao alimentar e nutricional no contexto que se configura e as possibilidades de sua contribuicao.

Avaliação de políticas públicas de segurança alimentar e combate à fome no período 1995-2002: 4 - Programa Nacional de Alimentação Escolar

This study evaluated the Brazilian National School Nutrition Program from a structure-process-results perspective. The methodology involved document research and a case study in 45 counties and 73 schools in the State of Bahia, including program manager interviews and household questionnaires involving 3,367 children (7-14 years of age). Relating to program structure, the study analyzed the evolution of normative instruments and some infrastructure aspects. Managers reported problems with the installations for preparing and distributing meals in 28% of the counties. Decentralization to the county (municipal) level was present in 93% of cases and to the school level in about 20%; however, nearly 70% of the schools received the food supplies directly. Although Social Control Councils were created, members were not always chosen democratically. Acceptability of the meals was good, as expected considering the widespread poverty in the target population. Overall program coverage was high (95%), but 77% of schoolchildren in the interior and 39% in the capital city did not receive meals every day. So far, irregular school meal distribution has frustrated the programs aspirations to become a universal social policy and ensure a basic right for children.

O fazer educação alimentar e nutricional: algumas contribuições para reflexão

O presente artigo reflete sobre as praticas de educacao alimentar e nutricional vigentes no contexto atual. Sao discutidas no âmbito das politicas publicas de alimentacao e nutricao partindo de uma analise sobre as acoes governamentais empreendidas e de suas acoes no âmbito local, particularmente na nutricao clinica ambulatorial e/ou na atencao a grupos especificos, buscando identificar as tendencias teoricas e metodologicas que norteiam as praticas educativas. Considera-se que a educacao alimentar e nutricional tem sido alvo de debates na busca de concebe-la como uma acao governamental. Entretanto, em que pese seus avancos, se reconhece a existencia de um hiato entre as formulacoes das politicas e as acoes desenvolvidas no âmbito local. Permanece tambem um hiato entre discursos e as praticas em seu torno das acoes educativas. Conclui-se que a educacao alimentar e nutricional e menos um instrumento do que um dispositivo de acoes conjugadas que devem envolver diferentes setores e disciplinas, entretanto, demanda investimentos na formacao profissional e na producao de conhecimento no campo.

Perfil do nutricionista do programa nacional de alimentação escolar na região Nordeste do Brasil

OBJECTIVE: This study analyzed the profile of dieticians who work for the National School Food Program and participated in training courses offered by the Schoolchildrens Food and Nutrition Collaborator Center of the Northeastern states in 2007. METHODS: This descriptive, exploratory study used nonprobability sampling to recruit 434 dieticians. Education, work experience, work, activities performed at National School Food Program and sociodemographic variables were analyzed. Pearsons chi square test was used to investigate possible associations between time working for National School Food Program and performed activities. RESULTS: Most participants were females (97.2%) aged 20 to 30 years (42.7%) and graduated more than ten years ago (40.2%). Most were also working only part time in the program (53.3%). The income of most dieticians ranged from 2-5 minimum salaries (64.1%). Most dieticians who frequently performed the analyzed activities had been in National School Food Program for 2-5 years (p<0.05). CONCLUSION: National School Food Program dieticians take on responsibilities that overlap with other areas of knowledge, especially education and administration. In parallel, despite the professional satisfaction, the participants were not very satisfied with their work conditions.

Projeto pedagógico do programa de graduação em nutrição da Escola de Nutrição da Universidade Federal da Bahia: uma proposta em construção

The pedagogical project principles are based on eight educational issues: professional profile, competency, educational strategies, topic issues, curriculum organization, learning assessment system and course evaluation. The fundamental aim of these issues is the integration of knowledge(s), in order to overcome dichotomies such as those of the biological versus the social, the theory versus practice, the basic cycle versus the professional, and the individual approach versus the collective and the multiprofessional practices. The searches for curricular flexibility and methodological innovation imply a new way of learning which is based on the autonomy and independence of the students. Incorporated in the project, as its central elements, are the scientific and pedagogical training of teachers and the course evaluation process. The proposal intends to socialize the discussion, thus contributing to improve the education of nutrition professionals in Brazil.

Escola: lugar de estudar e de comer

This study seeks to discuss the significance of school nutrition expressed by students in public schools from the state of Bahia, Brazil. The objective is to understand the symbolic aspects associated with school nutrition. The results of a survey into the significance of nutrition offered by the Brazilian School Nutrition Program (PNAE) expressed by students from six public schools in municipalities in the state of Bahia, Brazil, are presented. A qualitative approach to understand nutrition at school and notions about healthy food by analyzing oral and written narratives of adolescents is used. The reports point to opposing stances between food in the home and food outside the home. What is customary can appear strange depending on the time and place. In this sense, they do not make an association between healthy food and PNAE. The food culture requires students to eat food on two occasions: breakfast and lunch (or dinner). These are aspects that are distinct, however they must be combined in school, because for these social actors, studying and eating are necessities that complement each other.

A nutrição clínica ampliada e a humanização da relação nutricionista-paciente: contribuições para reflexão

The extended clinical nutrition conception is a new theme for the field of nutrition, especially clinical nutrition. Given the process of reformulation of the health practice scenarios within the Unified Healthcare System, this theme instigates a substantial interest in scientific production, in the formation and clinical practice of the dietician with the use of communication competencies and the magnification of the technical and nutritional look on the process health-disease-care, which may contribute to the reconfiguration of the relationship dietician-patient with the purpose of amplifying its humanization. This trial shows how the conception of an extended clinical nutrition can contribute for the reflection on broadening the humanization of the relationship dietician-patient in health services. The trial is designed in two parts: the starting point and the continuation point. At the starting point, official publications on the social, historical and political conformations of the biomedical model and its repercussion on the clinical practice are analyzed. At the continuation point, nutritional clinic is observed as a social practice and the extended clinical conception is used for discussing the possibilities of restructuring clinical nutrition and broadening its knowledge and techniques beyond a restricted and restrictive biomedical model. Finally, extended clinical nutrition is discussed, with the possibility of rethinking the relationship dietician-patient and proposing, in this sense, its humanization, the incorporation of non-biomedical contents, valuing practical knowledge and listening skills, the organization of knowledge and exploration of dialogue in the current practice of clinical nutrition.

O nutricionista no programa de alimentação escolar: avaliação de uma experiência de formação a partir de grupos focais

OBJECTIVE: This study assessed a training program for dieticians, actors of the Brazilian School Food Program, in Northeast Brazil. This program was developed by a partnership between the Schoolchildrens Food and Nutrition Collaborator Center from the Federal University of Bahia and National Education Development Fund, from 2007 and 2008. METHODS: The focus group method was administered to dieticians who participated in the training program. Four focus groups were done and the data were organized into two categories: one about learning during the training program and one about the ability to make changes. RESULTS: Most participants were females aged 20 to 35 years. Their participation in the training program had been at least three months before the study. Assessment of the training program showed that the program improved their technical and scientific knowledge about themes related to professional practice and about the ethical and political dimension of their work. The program encouraged mobilization for possibly strengthening the category, incentivized partnerships among different agents and sectors and promoted the planning of new law-enforcement actions. CONCLUSION: The dialogical perspective was striking for the participants, enabling them to confront their realities and collectively reflect on the dieticians role in the field of school food.

Significados da alimentação escolar segundo alunos atendidos pelo Programa Nacional de Alimentação Escolar

Based on socio-anthropological studies into food and in connection with guidance from the Public Policy on Food and Nutrition Security in Brazil, this paper sought to objectively analyze students’ views of the school meals given to them as part of the National School Feeding Program (PNAE). The data was produced through ethnographic exercises that were developed where the above Program (hereafter Program) had been implemented in a semi-arid municipality in the state of Bahia. The exercises also involved the production of written material and the use of focus groups with teenagers in primary school education. Of particular note in this study was the time and space the students had for their break/recreation period which brought to light the relationship between the body and food. Based on the responses given we were able to identify different understandings and meanings associated with the food served in these institutions. The study helped to shed some light on the relational aspects between habitual eating at “home-on the road-and-in school” with the right to have school meals. We were also able to obtain a broader understanding of the eating habits of teenagers that are catered for as part of the PNAE.

Practical food and nutrition education: some points for reflection

This article reflects on the practices of existing food and nutrition education in the current context. Practices in public policy in food and nutrition are discussed starting from an analysis of government actions undertaken and their actions at the local level, particularly in outpatient clinical nutrition and/or attention to specific groups, seeking to identify theoretical and methodological trends guiding educational practices. It is considered that the food and nutrition education has been the subject of debate in seeking to construe it as government action. However, despite their achievements, one perceives the existence of a gap between the formulation of policies and actions developed at the local level. There is also a gap between rhetoric and practice in terms of educational activities. The conclusion reached is that food and nutrition education is less an instrument than a measure for joint actions that must involve different sectors and disciplines, however, it calls for investment in vocational training and production of knowledge in the field.