Cover Image

Alfabetização alimentar e o ensino de ciências : promovendo o conhecimento sobre alimentação saudável e sustentável

Saved in:
Bibliographic Details
Main Author: Zanuzzo, Viviane
Publication Date: 2025
Format: Doctoral thesis
Language: por
Source: Repositório Institucional da UPF
Download full: https://repositorio.upf.br/handle/123456789/9643
Summary: The definition of Food Literacy is yet to be mentioned in the main Brazilian documents aimed at promoting healthy and sustainable eating practices. Inspired by the initial concept of food literacy, which began gaining prominence in the early 2000s as a practical and educational competence, the term was formalised in the international literature in 2014, focusing on the skills, knowledge, and behaviours needed for making conscious and healthy food choices. Based on this premise, this research primarily seeks to answer the question: how can food literacy be promoted in Science education, integrating concepts of healthy and sustainable eating into the teaching-learning process? The particularities surrounding this issue allow for discussions in light of the Three Pedagogical Moments framework. This study aimed to present and analyse an educational product – a Pedagogical Workbook composed of seven thematic workshops, entitled “Pedagogical Workbook: Contextualisation in Science and Healthy and Sustainable Eating”. A pilot observational study was conducted, with a preliminary application of the educational product in a non-formal teaching setting involving 11 participants, aged 10 to 11, from the average class of the Lar da Criança Primo e Palmira Pandolfo childcare organisation in Guaporé, RS. In its final version, the educational product involved seven threehour workshops, totalling 21 hours, conducted in a formal teaching environment in the same city. The activities were implemented with a group of 11 upper primary students (6th to 9th years) from Colégio Scalabrini, during out-of-school hours, highlighting the material’s versatility for use in both formal and non-formal educational settings. The produced material covers content that can be worked on independently and/or complement general basic education topics. This is an exploratory study of an action-research nature, considering the technical procedures employed. Data production included the researcher-teacher's and students' field journals, questionnaires, and materials produced by students throughout the teaching intervention. Data analysis was conducted through Discursive Textual Analysis within predefined categories "a priori: autonomy; time management and practicality; food and scientific training, as well as receptivity" and "emergent: civic education." The implementation of the workshops allowed students to reflect on practices related to healthy and sustainable eating. As a result of this work, a Pedagogical Notebook was created, which proved to be relevant and viable, serving as supplementary material for teaching Science in elementary school and as a reference for high school teachers, especially in the area of Natural Sciences and their Technologies. This resource is available on the Postgraduate Programme in Science and Mathematics Education website at the University of Passo Fundo (Programa de PósGraduação em Ensino de Ciências e Matemática da Universidade de Passo Fundo) and on the Educapes platform at the link http://educapes.capes.gov.br/handle/capes/1000140.
Summary:The definition of Food Literacy is yet to be mentioned in the main Brazilian documents aimed at promoting healthy and sustainable eating practices. Inspired by the initial concept of food literacy, which began gaining prominence in the early 2000s as a practical and educational competence, the term was formalised in the international literature in 2014, focusing on the skills, knowledge, and behaviours needed for making conscious and healthy food choices. Based on this premise, this research primarily seeks to answer the question: how can food literacy be promoted in Science education, integrating concepts of healthy and sustainable eating into the teaching-learning process? The particularities surrounding this issue allow for discussions in light of the Three Pedagogical Moments framework. This study aimed to present and analyse an educational product – a Pedagogical Workbook composed of seven thematic workshops, entitled “Pedagogical Workbook: Contextualisation in Science and Healthy and Sustainable Eating”. A pilot observational study was conducted, with a preliminary application of the educational product in a non-formal teaching setting involving 11 participants, aged 10 to 11, from the average class of the Lar da Criança Primo e Palmira Pandolfo childcare organisation in Guaporé, RS. In its final version, the educational product involved seven threehour workshops, totalling 21 hours, conducted in a formal teaching environment in the same city. The activities were implemented with a group of 11 upper primary students (6th to 9th years) from Colégio Scalabrini, during out-of-school hours, highlighting the material’s versatility for use in both formal and non-formal educational settings. The produced material covers content that can be worked on independently and/or complement general basic education topics. This is an exploratory study of an action-research nature, considering the technical procedures employed. Data production included the researcher-teacher's and students' field journals, questionnaires, and materials produced by students throughout the teaching intervention. Data analysis was conducted through Discursive Textual Analysis within predefined categories "a priori: autonomy; time management and practicality; food and scientific training, as well as receptivity" and "emergent: civic education." The implementation of the workshops allowed students to reflect on practices related to healthy and sustainable eating. As a result of this work, a Pedagogical Notebook was created, which proved to be relevant and viable, serving as supplementary material for teaching Science in elementary school and as a reference for high school teachers, especially in the area of Natural Sciences and their Technologies. This resource is available on the Postgraduate Programme in Science and Mathematics Education website at the University of Passo Fundo (Programa de PósGraduação em Ensino de Ciências e Matemática da Universidade de Passo Fundo) and on the Educapes platform at the link http://educapes.capes.gov.br/handle/capes/1000140.

Similar Items