Bearbmagovva

Práticas pedagógicas para a promoção da alimentação saudável e do envelhecimento ativo

Furkejuvvon:
Bibliográfalaš dieđut
Váldodahkki: Marques, Fernanda Batista de Souza
Almmustuhttinbeaivi: 2024
Materiálatiipa: Master thesis
Giella: por
Gáldu: Repositório Institucional da UPF
Download full: https://repositorio.upf.br/handle/123456789/2854
Čoahkkáigeassu: The study addresses the need to include educational gerontology in educational practices. The social relevance of the topic is justified by the need to implement educational practices on healthy eating and active aging in the school context. In order to answer the guiding question, this research had as its general objective to investigate how the assumptions of educational gerontology can be applied to the implementation of food education and active aging. An educational product was proposed in the form of a didactic sequence developed in the form of experiences. The product addresses contemporary cross-cutting themes on food and nutritional education and the impact of food on the aging process. The proposed didactic sequence was developed in light of the principles of the theory of meaningful learning proposed by Ausubel and the three pedagogical moments of Paulo Freire on problem-solving education. The educational product was applied at the José de Farias Campos Sobrinho State School, located in the municipality of Jandaia, Goiás. The research sample consisted of 9th grade elementary school students, corresponding to a morning class of 42 students. The results showed that students have a perception of healthy habits and that this is based on their own experiences and not on educational approaches. Students also have concepts about unhealthy habits and sedentary lifestyle, although they do not use this term frequently. Another result indicates that science classes are not focused on Food and Nutrition Education, since the study on healthy eating and aging is superficial, lacking the necessary problematization. As for the educational product - "Didactic sequence: #healthy eating plus #active aging" -, we consider it to have been of great value for inserting collaborative and collective work in the teaching and learning process in a playful way. The educational product that accompanies this study is available in the form of support material for Basic Education teachers on the program's website and on the EduCapes Portal at http://educapes.capes.gov.br/handle/capes/744839.
Čoahkkáigeassu:The study addresses the need to include educational gerontology in educational practices. The social relevance of the topic is justified by the need to implement educational practices on healthy eating and active aging in the school context. In order to answer the guiding question, this research had as its general objective to investigate how the assumptions of educational gerontology can be applied to the implementation of food education and active aging. An educational product was proposed in the form of a didactic sequence developed in the form of experiences. The product addresses contemporary cross-cutting themes on food and nutritional education and the impact of food on the aging process. The proposed didactic sequence was developed in light of the principles of the theory of meaningful learning proposed by Ausubel and the three pedagogical moments of Paulo Freire on problem-solving education. The educational product was applied at the José de Farias Campos Sobrinho State School, located in the municipality of Jandaia, Goiás. The research sample consisted of 9th grade elementary school students, corresponding to a morning class of 42 students. The results showed that students have a perception of healthy habits and that this is based on their own experiences and not on educational approaches. Students also have concepts about unhealthy habits and sedentary lifestyle, although they do not use this term frequently. Another result indicates that science classes are not focused on Food and Nutrition Education, since the study on healthy eating and aging is superficial, lacking the necessary problematization. As for the educational product - "Didactic sequence: #healthy eating plus #active aging" -, we consider it to have been of great value for inserting collaborative and collective work in the teaching and learning process in a playful way. The educational product that accompanies this study is available in the form of support material for Basic Education teachers on the program's website and on the EduCapes Portal at http://educapes.capes.gov.br/handle/capes/744839.

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