Açúcares de adição e educação alimentar na escola: uma proposta de sequência de ensino investigativo no ensino médio

• Ano de defesa: 2019
• Autor(a) principal: Danielle Diniz Galvão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; ICB - INSTITUTO DE CIÊNCIAS BIOLOGICAS; Programa de Pós-Graduação em Ensino de Biologia (Mestrado Profissional - PROF-BIO); UFMG
• Palavras-chave em Português: Metodologia ativa; Aprendizagem atitudinal e procedimental; Laboratório de ciências; Ensino de Biologia; Refratometria; Ensino - Biologia; Educação alimentar e nutricional; Aprendizagem baseada em problemas; Pesquisa
• Link de acesso: http://hdl.handle.net/1843/53746

This research was developed in a public school in the metropolitan region of Belo Horizonte-MG and sought to be a didactic intervention in the school curriculum, contemplating an approach of teaching by investigation. To this end, it was proposed to evaluate the effectiveness of an Investigative Teaching Sequence-ITS that is the product of this Master, focused on the thematic axis Nutrition and Health, focusing on Sugar Addition. Thus, a previous questionnaire was applied in order to characterize some habits and the food culture of the students. Sequentially, they were inserted in a context of continuous and planned teaching in Food Education, composed by a sequence of classes on energetic macromolecules, reading of labels that finally culminated in an experimental practice with investigative approach. ITS's focus activity was an experimental practice aimed at leading the student to discover the amount of sugar contained in certain industrialized beverages using a refractometer constructed from low cost materials. It was compared with the sugar dosages of each product and also with the information provided by the manufacturer. A 45-minute class was designed to perform this activity. This “qualiquanti” study used the perspective of sociocultural theory to evaluate ITS, in which it defends learning and its development from mediated processes, with special emphasis on the speech of the subjects involved. The results indicated that the proposal was able to act in the dissemination of a better quality food education.