A análise dos conteúdos de nutrição dos livros didáticos de ciências: livro do professor de Ciências e livro do estudante do Ensino Fundamental - anos iniciais
| Ano de defesa: | 2022 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | , , |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Educação Matemática
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| Departamento: |
Centro de Ciências Exatas e Tecnológicas
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| País: |
Brasil
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| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/6551 |
Resumo: | Food and nutrition education is a field of knowledge which strengthens people's security by generating independence and empowerment towards the adoption of healthy eating habits. School presents itself as a prime place to early shape the adoption of good eating habits. This study aimed to analyze the curricular content on nutrition, inserted in science books for teachers and students of the initial years of elementary education. The method used in this research was the qualitative approach of the studied texts, using the methodological steps described by Bengtsson for content analysis. The research objects were selected by convenience sampling, consisting of four books used in the initial years of elementary education, approved by the pedagogical evaluation of the National Book and Teaching Material Program/2021. In order to investigate the presentation of curricular contents of human nutrition in the process of stimulating the reading and understanding of labels stamped on food packaging and to stimulate the critical thinking of advertisements and advertising of foods, it was used as a tool developed by Bizzo (2007); a set of structured questions whose maximum possible sum is 100 points, defined as the ideal occurrence of the contents presented in the textbooks, while the distance from the maximum, has the opposite meaning. The results showed, for the sample, an amplitude of yields oscillating in 45 points, being the highest element with 70 points and the lowest with 25 points, evidencing information inequalities, which might reflect in inequalities of knowledge and attitudes. The terminologies found in the books of teachers and students did not show ambiguities of concepts, preventing communication from having more than one possible understanding about the same situation. It was observed in the texts, the absence of polysemy, neologisms and foreignness. In the texts, special attention is given to the process of correlating the main concepts with the thematic groups, to determine the limits of terminology and its use in everyday life. However, the use of passive voice in some excerpts may suggest the changing perspective of a scene, hiding those responsible for a particular conduct. In contrast, the analysis for this result presented low value, for the use of verbs in passive voice appeared less than verbs in active voice. In conclusion, the analysis in the Science textbooks of teachers and students resulted in poor involvement of nutrition content intended to the understanding of nutritional labels displayed on the packaging of food products. In this way, it is important for schools to plan how to use all the teaching resources so that they function in an integrated and successful way in order to enhance the information of food conduct in daily life |