Analysis of the implementation of Food and Nutrition Education actions in public schools in a capital city in southern Brazil

Florintino, Camila da Silva; Silva, Denise Karulynne de Sousa; Gabriel, Cristine Garcia; Soar, Claudia; Uggioni, Paula Lazzarin; Neves, Janaina Das

doi:10.1590/1678-9865202336e220185

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ORIGINAL | Nutritional Education • Rev Nutr 36 • 2023 • https://doi.org/10.1590/1678-9865202336e220185 linkcopy

Analysis of the implementation of Food and Nutrition Education actions in public schools in a capital city in southern Brazil

Análise da implementação de ações de Educação Alimentar e Nutricional em escolas públicas municipais de uma capital da região do Sul do Brasil

Authorship SCIMAGO INSTITUTIONS RANKINGS

Objective To analyze the insertion of Food and Nutrition Education actions in Early Childhood and Elementary Education units of the municipal public school system of Florianópolis, Santa Catarina, Brazil, in 2019.

Methods This analytical study applied an online questionnaire directed to the 125 Early Childhood and Elementary Education schools in Florianópolis.

Results Ninety-four schools (75.2%) participated in the study, among which 94.7% developed Nutritional Food Education actions in 2019. It was made evident that the insertion of Nutritional Food Education in the Pedagogical Political Project (p<0.001) and the planning of such actions (p<0.001) in schools has a significant association with their implementation. The participation of the professionals in training in food and nutrition showed no association with the implementation of the Nutritional Food Education actions. The actions developed most frequently were the pedagogical activities in the school curriculum (95.5%), the school garden (71.9%), and the hands-on cooking classes (46.1%).

Conclusion The study identified a positive panorama in the capital of Santa Catarina, with actions included transversally in the school curriculum with a multiprofessional focus standing out. However, the need for studies that monitor and evaluate the actions is emphasized.

Keywords
Food and nutrition education; Nutrition programs and policies; School feeding; School health promotion

Questionnaire sections	Variables	Units of measurement/categories
I. Characterization of the schools and representatives	Position/function of the respondent	Principal; Pedagogical Coordination; Teacher; School Cooks; Others.
I. Characterization of the schools and representatives	Type of teaching of the school	Early Childhood Education (ECE); Elementary Education (EE).
II. Situation of the implementation of FNE actions in the PPP and school curriculum.	Inserted FNE actions into the PPP	Yes; No.
	Year when FNE actions were inserted into the PPP*	Before 2009; In/after 2009;
	Projects/actions inserted into the PPP	The actions/projects were grouped according to similarities.
	Professionals who participated in the discussions on the insertion of the FNE topic into the PPP	Education team (principals, supervisors, teachers); Food team (nutritionists and school cooks; Other professionals.
	The professionals participated in training in food and nutrition	Yes; No.
	Professionals who received training in food and nutrition	Education team (principals, supervisors, teachers); Food team (nutritionists and school cooks; Other professionals.
	Time (years) since the last training	Less than 1 year; 1 to 2 years; 3 to 4 years; =5 projects/actions.
	Planned FNE actions for 2019	Yes; No.
	Number of actions planned in 2019	1 project/action; 2 to 4 projects/actions; = 5 projects/actions.
	Carried out FNE actions in 2019	Yes; No.
	How many actions were carried out	1 project/action; 2 to 4 projects/actions; = 5 projects/actions
	Persons responsible for the FNE actions carried out	Education team; Food team
II. Situation of the implementation of FNE actions in the PPP and school curriculum.	FNE actions implemented**	Playful, theatrical, and storytelling activities; Pedagogical activities inserted into the school curriculum; Preparation of materials; Training/Meetings/Newsletters for the school community; school garden; hands-on cooking classes; Offer of healthy food; Lectures/chats directed to students; Cafeteria project; Other actions
	The nutritionist guided/followed up on the actions carried out.	Yes; No.
	Family involvement in the actions carried out	Yes; No.
	How family involvement occurred.	The ways families were involved with the actions were grouped according to similarities.
	Areas of knowledge/School subjects in which FNE was inserted	ECE: Pedagogical Action Centers (PACs) – Languages, Social/cultural relations, Nature; No PACs.EE: Arts; Science and Biology; Physical Education; Geography; History; Foreign language; Portuguese; Mathematics; No school subjects.
	FNE action teaching methodology***	Active methodology; Traditional methodology; Mixed methodology.
	Periodicity of the FNE actions****	Permanent actions; One-off actions.
	FNE actions are evaluated	Yes; No.
	How they are evaluated	Institutional assessment instrument; Changes in food choices; Change of attitude in the classroom; Perception of school cooks and other professionals; Feedback from students; Feedback from parents; Pedagogical Meetings.

Variables		Frequency
Variables		n	%
Inserted FNE actions into the PPP (n=94)
	Yes	66	070.2
	No	28	029.8
Year when the FNE actions were inserted into the PPP* (n=66)
	Before 2009	12	018.2
	In/after 2009	38	057.6
	Unable to answer	16	024.2
Professionals who participated in the discussions on the insertion of the FNE topic into the PPP* (n=66)
	Education Team1	66	100.0
	Food Team2	63	95.5
	Other professionals3	13	019.7
The professionals participated in training in food and nutrition (n=94)
	Yes	29	030.8
	No	65	069.3
Professionals who received training in food and nutrition^* (n=29)
	Education Team1	22	075.9
	Food Team2	20	069.0
	Other (school board and the parent-teacher association)	02	0 6.9
Time (years) since the last training (n=29)
	Less than 1	12	041.4
	1 to 2	03	010.3
	3 to 4	02	0 6.9
	Unable to answer	12	041.4
Planned FNE actions for 2019 (n=94)
	Yes	70	074.5
	No	24	025.5
Number of actions planned (n=70)
	1 action	14	020.0
	2 to 4 actions	33	047.1
	= 5 actions	14	020.0
	Unable to answer	09	012.9
Carried out FNE actions in 2019 (n=94)
	Yes	89	094.7
	No	5	0 5.3
How many actions were carried out (n=89)
	1 action	9	10.1
	2 to 4 actions	73	082.0
	= 5 actions	7	0 7.9
Persons responsible for the FNE actions carried out* (n=89)
	Education Team1	56	062.9
	Food Team2	25	028.1
	Others (retrained and cleaning professionals; family members and community)	13	014.6
	Unable to answer	31	034.8
The nutritionist guided/followed up on the actions carried out (n=89)
	Yes	75	084.3
	No	4	0 4.5
	Unable to answer	10	0 11.2
Family involvement in the actions carried out (n=89)
	Yes	49	55.1
	No	40	044.9

Variables		Carried out FNE actions				p-value*
		Yes		No
		n	%	n	%
Inserted FNE actions into the PPP						0.000
	Yes	66	74.2	–	–
	No	23	25.8	5	100.0
Planned FNE actions						0.000
	Yes	70	78.7	–	–
	No	19	21.3	5	100.0
The professionals participated in training in food and nutrition						0.125
	Yes	29	32.6	–	–
	No	60	67.4	5	100.0

Variables			Frequency
Variables			n	%
FNE actions implemented* (n=89)
	Playful, theatrical, and storytelling activities		10	11.4
	Pedagogical activities inserted into the school curriculum**		85	95.5
	Preparation of materials (recipe book and posters)		6	6.7
	Training/Meetings/Newsletters to the school community		6	6.7
	School garden		64	71.9
	Hands-on cooking classes		41	46.1
	Offer of healthy food		25	28.1
	Lectures/Chats directed at students		9	10.1
	Cafeteria project***		22	24.7
	Other actions (use of videos/movies, visit to the street market, and activities on the nutritional composition of food)		3	3.4
Areas of knowledge/School subjects in which FNE was inserted*
	Early childhood education (n=64)
		All PACs*** (Languages, Social/Cultural Relations, and Nature)	61	95.3
		PAC (Languages and Nature)	2	3.2
		No PACs	1	1.6
	Elementary Education (n=28)
		Art	6	21.4
		Science and Biology	22	78.6
		Physical Education	12	42.9
		Geography	6	21.4
		History	7	25.0
		Foreign Language	9	32.1
		Portuguese	13	46.4
		Mathematics	12	42.9
		No school subjects	5	17.9
	FNE action teaching methodology (n=89)
		Active methodology	66	74.2
		Mixed methodology (traditional and active)	23	25.8
	Periodicity of the FNE actions (n=89)
		Permanent actions	46	51.7
		One-off actions	14	15.7
		Unable to answer	29	32.6
	FNE actions are evaluated (n=89)
		Yes	71	79.8
		No	8	9.0
		Unable to answer	10	11.2
	How they are evaluated* (n=71)
		Institutional assessment tool	3	4.2
		Change in food choices	49	69.0
		Change of attitude in the classroom	40	56.3
		Perception of school cooks and other professionals	50	70.4
		Feedback from students	5	7.0
		Feedback from parents	43	60.6
		Pedagogical meetings	6	8.4

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[1] Note:

[TFN01] ^*
To determine the categories, the year in which the FNE was inserted into the PNAE was considered [⁴].

[TFN02] ^**
The construction of the categories was based on the study by Silva et al. [¹⁰].

[TFN03] ^***
Active methodology: when the activities proposed actions in which students actively participated in the teaching-learning process; Traditional methodology: actions in which students received information passively; Mixed methodology: when it contemplates both methodologies.

[TFN04] ^****
Permanent actions: when they carried out activities daily/weekly/monthly; One-off actions: semiannually/annually.