Food Education

Resumo: Este trabalho tem por objetivo conhecer a percepção sobre educação alimentar e nutricional dos educadores da educação infantil do município de Água Boa, Minas Gerais, a partir de uma abordagem qualitativa, embasada na Teoria das representações sociais. Todos os educadores são do sexo feminino e 86% possuem ensino superior completo. Estes consideram a educação alimentar e nutricional (EAN) importante para a promoção de hábitos alimentares saudáveis das crianças. Seus saberes sobre EAN estão pautados nos aspectos biológicos da alimentação, enquanto os aspectos culturais, sociais e psicológicos da alimentação não são reconhecidos pelos educadores. Conclui-se ser necessário realizar atividades pedagógicas e educativas com este grupo a respeito da existência das demais dimensões da EAN, com valorização da cultura alimentar e do sistema de produção de alimentos locais. É preciso incentivo para participação destes educadores no colegiado escolar, bem como para trabalhar a temática ...

El trabajo analiza el antecedente histórico de los huertos y las granjas escolares que promovió el Servicio de Extensión Agraria en sus actividades formativas y divulgativas en la década de 1950; así como la continuidad que tuvieron como unidades educativas desarrolladas en el Programa de Educación en Alimentación y Nutrición (Edalnu) que se puso en marcha en 1961. Como principales fuentes de estudio se han utilizado el Boletín Informativo de Extensión Agraria, con posterioridad Revista de Extensión Agraria así como las publicaciones y documentos que generó el Programa Edalnu y que estaban relacionados con los huertos y las granjas escolares. La implantación de los huertos y granjas ayudó a fomentar la producción local de alimentos protectores, además de mejorar los hábitos alimentarios a nivel escolar y familiar. La aplicación de la metodología de “aprender haciendo” fomentó tanto el aprendizaje por descubrimiento, como el basado en problemas y el aprendizaje servicio. En línea con...

Explorar las consecuencias del consumo excesivo de azúcares añadidos en diferentes alimentos y bebidas. Realizarás el experimento con una lata medidora de azúcar para indicar que productos debes evitar ingerir en exceso. Temporalidad 3 semanas Campos Formativos Contenidos Procesos de Desarrollo y Aprendizaje Lenguajes Empleo de instrucciones para participar en juegos, usar o elaborar objetos, preparar alimentos u otros propósitos Proyector Video Copia 11 vasos y cucharas, harina Cartulina con productos y su cantidad de azúcar aña.

This study focuses on gender and home economics education in the contexts of Ghana and Finland. The aim is to identify potential opportunities to understand how home economics education can promote gender equality in society. This research analyses how homeeconomics teacher students at two universities perceive gender in relation to home economics education, particularly in basic-level education, and how they assess the potential of home economics education to advance gender equality in their respective contexts. The data were drawn from Finnish teacher students' (N=16) online discussions during a course on gender and home economics and from two focus group discussions with Ghanaian home-economics teacher students (N=16) and subjected to qualitative content analysis. Instead of highlighting the gender-related differences in the Ghanaian and Finnish cultural contexts, the focus is on investigating students' understanding of the prevalent gender roles and structures.

Food is in many ways a connective tissue of the human experience. Over the course of the last century, changes to both local and global food systems has "distanced" eaters from the sources and impacts of the food we eat and the political and ecological systems it is a part of. The agroindustrial food system has produced a wide range of crises, including impacts to the degradation of land, soil, species and water and climate, human health, culture, farmer livelihoods, food and agroecological knowledges, and citizenship. Many scholars have written about food and environmental crises as being reflections of a "crisis in education". Numerous forms of food education, prolific in recent years, have emerged as a response to the idea that populations require more knowledge in order to "better" engage with the increasingly complex nature of food and food systems. Food education is understood as a conduit for increasing "food literacy", which in turn is assumed to be part of the "solution" to problems caused by the industrial food system. However, expressions of food education ranging from corporate food marketing of 'healthy' and 'ethical' foods, public health campaigns which teach the individual to eat 'better', to notforprofit programming focused on food justice and active engagement carry disparate drivers and goals, shaped by the discourses most relevant to their locations. This has contributed to an international phenomenon where normative statements are made, largely in siloed environments (Martin, 2018), about what it means to be "food literate". The discipline of social determinants of health has illuminated how people's choices, behaviours, attitudes and pathways to positive health outcomes are constrained and shaped by structural and institutional factors which aren't equitably distributed among human populations. It follows that food literacy frameworks should move beyond education which "treats" the 12/20/2018 FINALE-Cowe-Final Major Paper-Final Edit Dec 5th-Google Docs https://docs.google.com/document/d/1EsBK_L0G6KNwJ50V-tQoKJKPAAz0BNfuYgdMay8kSDs/edit 3/146 individual, towards education which "treats" the very structural roots that make food literacy necessary. As food literacy becomes a more prominent feature of Ontario policy and subsequently shapes schoolbased learning, it's important that we ask, What kind of food literacy do we want Ontario students to graduate with? The kind that reinforces existing crises?, Or, the kind that presents the possibility for change? The main goals of this paper are to build upon and contribute to the literature which engages with the intersection of food, environmental education, and critical literacy, to broaden popular conceptualizations of food literacy by bringing to the fore frameworks which address the root causes of food system dysfunction, to present possibilities for a food education practice that relocates the discursive space for determining "what counts as food literacy" (Kimura, 2010, p.466), and to consider how these things can respond to the increasing calls for food education to be advanced in Ontario schools. Drawing upon existing literature, education policy review, as well as qualitative data obtained through interviews with 12 people who work as teachers, formal and nonformal facilitators, and academic researchers from public schools, external organizations and universities, predominantly based in Ontario, this paper will explore the processes that would allow for critical food literacy to become an integral component of Ontario's public education system. This goal of this paper is not to provide fixed solutions, but rather to help develop our collective understandings of what it means to nourish ourselves, our world, and each other.

Objetivo: actualizar los conocimientos existentes sobre la educacion alimentaria correcta en docentes a nivel internacional. Resultados: Es importante que los docentes y futuros docentes tengan una buena educacion alimentaria para que puedan mantener estilos de vida saludables y ensenar segun su propio comportamiento. Metodos: revision documental y bibliografica de articulos cientificos publicados hasta enero de 2017. Las bases de datos consultadas fueron Medline mediante Pubmed y Scielo. Se usaron las siguientes palabras claves: educacion alimentaria, docentes, salud; en idioma espanol e ingles. Conclusiones: la aplicacion correcta de programas de educacion alimentaria es beneficiosa de forma general en los docentes y futuros docentes.

The goal of this viewpoint is to promote an integrated and holistic framework for food literacy on college campuses. We propose that a framework to promote an effective understanding of food should encompass social, political, scientific, and personal dimensions; integrating these elements into university curricula and campus culture can empower students to become more engaged food citizens, with implications for their own food choices, and also for the broader food system. Emerging findings show that curricular interventions designed to educate about food systemenvironment connections can motivate students to reduce red meat and increase vegetable consumption. This viewpoint also lays the foundation for future studies to quantify the impact of increased knowledge on food choices, which can ultimately impact the health and wellbeing of both people and the planet.

Many studies show that the prevalence of overweight and obesity among children is rapidly increasing and developing into a major public health problem worldwide. Objectives: To assess the Body Mass Index (BMI) in school children from 2nd and 3rd cycles in Viseu schools and identify the sociodemographic, behavioural and educational factors that are related to the BMI. Methods: This is a quantitative descriptive and explanatory study with a convenience sample of 742 students attending schools of the 2nd and 3rd cycles in Viseu. The study was carried out by means of a questionnaire, which was produced for this study and previously submitted to the approval of the competent authority (DGE) for application in school context. Results: It was found that some sociodemographic factors were associated with BMI, namely age, school year, practicing high competition sport, being federate in a sport or vegetarian diet. Regarding the educational factors associated with BMI these included only the seminars given at school by specialist in nutrition. Furthermore, a signi cant relation between BMI and SF was found, where SF represents the school sources of knowledge. Finally among the behavioural factors associated to BMI stood: learning in classes, playing in the open air, reading books and use of internet. Conclusions: The results reinforce the need of adolescents to practice a healthy lifestyle and the role of family and school in providing the right information to help making right food choices. Finally in the sample at study the incidence of overweight and obesity was not at all preoccupying, thus indicating that the efforts to provide a good education both at home and at school are adequate and must be carried on.

The goal of this viewpoint is to promote an integrated and holistic framework for food literacy on college campuses. We propose that a framework to promote an effective understanding of food should encompass social, political, scientific, and personal dimensions; integrating these elements into university curricula and campus culture can empower students to become more engaged food citizens, with implications for their own food choices, and also for the broader food system. Emerging findings show that curricular interventions designed to educate about food systemenvironment connections can motivate students to reduce red meat and increase vegetable consumption. This viewpoint also lays the foundation for future studies to quantify the impact of increased knowledge on food choices, which can ultimately impact the health and wellbeing of both people and the planet.

The recent discourse on sustainability science calls for interdisciplinary research. The home economics science approach ranges from individual actions to the involvement of communities and societies at large, and thus it can provide important perspectives on cultural sustainability. The aim of the research is to study the linkage between cultural sustainability and service sector education to support the creation of sustainable professions. In the present small-scale empirical study, the food service degree curriculum of a Finnish vocational college and teachers' group interview data were analyzed to find how cultural sustainability is presented in the curriculum and how it is understood by teachers and integrated into teaching practices. Previous cultural sustainability research identifies four perspectives of cultural sustainability: (1) vitality of cultural traditions; (2) economic starting point; (3) diversity together with maintenance of local culture; and (4) possible influence on the balance between human actions and environment. Findings indicate that sustainability, including cultural sustainability, is integrated in the curriculum and considered important by teachers. Translating these into practice remains a challenge. The balance between human and nature was mostly understood as recycling, use of public transport, sustainable consumption, and taking trips to the nature nearby. Cultural sustainability as a concept is not well known, although themes such as multicultural issues, equality, charity, and environmental responsibility were included in teachers' practical lessons daily. Feasts and celebrations in learning were opportunities to view cultural sustainability widely. This paper provides a way forward for the teachers to develop further their pedagogical practices.

Resúmen-Esta investigación se propone a través de un estudio de caso mostrar como la agricultura diversificada, practicada por pequeños agricultores familiares, puede ser una alternativa de solución ante los problemas de (in)seguridad alimentaria de estas poblaciones así como para la preservación del medio ambiente, siempre que este articulada a programas de educación alimentar adaptados, en los posible, a las costumbres y hábitos alimentarios locales. Para tal objetivo se realizo un censo y entrevisto a las familias agricultoras del área en estudio. Las entrevistas fueron realizadas con ayuda de un cuestionario conformado por 8 módulos siendo uno de ellos la "Escala Brasileira de (in)segurança Alimentar" la cual nos permitió conocer los niveles de (in)seguridad alimentaria de las familias entrevistadas. Posteriormente se elaboro un banco de datos en el software Statistical Package for Social Sciences-SPSS con las variables del cuestionario aplicado para después iniciar el análisis estadístico y el diagnostico situacional según el método FODA (Fortalezas, Oportunidades, Debilidades y Amenazas), y la interpretación de los datos para así, finalmente, presentar los resultados de la investigación. Por último se constato la existencia de una relación positiva entre la seguridad alimentaria y el grado de diversificación de la producción, que los hábitos alimentarios de las familias podrían mejorar a través de programas de educación alimentar y, por último, que son evidentes los efectos positivos de la redistribución de las tierras en la auto sustentación de las familias.

This Chinese proverb has broad application when addressing the issue of food insecurity. It transcends beyond national borders and gender categories. It applies to many men, women, and children who are confronted by food insecurity today in America. Food insecurity is the "limited or uncertain availability of nutritionally adequate and safe foods or the limited or uncertain ability to acquire acceptable foods in socially acceptable ways. ' Many families in the United States today live in communities with limited or uncertain availability to nutritionally adequate and safe foods or the limited or uncertain ability to acquire acceptable foods.' These limitations manifest in various ways. For instance, although there may be a grocer that provides nutritious foods, it may not be within walking distance.' This circumstance forces reliance on public transportation, which is limited and in some cases * First and foremost, the author thanks her Savior for His constant blessings and family for their love and support. Additionally, she acknowledges Professor Susan Schneider for her instruction and constructive feedback. Finally, she wants to give a special thanks to her father, Ed Fox, for being all he is and dedicate this article to him.

The study analyzes the knowledge and consumption of organic foods and the understanding on the concept of food security of 60 regular elementary school students and 46 students of the youth and adult education (YAE) from a public school in Palmas, Tocantins State. From a qualitative-quantitative and exploratory approach, this study used as a methodological data collection instrument a semi-structured questionnaire with five questions, applied to regular elementary and high school students. The answers given to the questions were categorized in percentages and analyzed by the techniques of statistical and content analyses. Among other results, the research verified the lack of knowledge of these students regarding this subject. Given this, school must develop strategies and effective practical actions, not just theoretical ones, able to encourage the adherence of healthier food choices to students. It is concluded that it is essential to emphasize the theme of healthy eating in science teaching.

Resúmen-Esta investigación se propone a través de un estudio de caso mostrar como la agricultura diversificada, practicada por pequeños agricultores familiares, puede ser una alternativa de solución ante los problemas de (in)seguridad alimentaria de estas poblaciones así como para la preservación del medio ambiente, siempre que este articulada a programas de educación alimentar adaptados, en los posible, a las costumbres y hábitos alimentarios locales. Para tal objetivo se realizo un censo y entrevisto a las familias agricultoras del área en estudio. Las entrevistas fueron realizadas con ayuda de un cuestionario conformado por 8 módulos siendo uno de ellos la "Escala Brasileira de (in)segurança Alimentar" la cual nos permitió conocer los niveles de (in)seguridad alimentaria de las familias entrevistadas. Posteriormente se elaboro un banco de datos en el software Statistical Package for Social Sciences-SPSS con las variables del cuestionario aplicado para después iniciar el análisis estadístico y el diagnostico situacional según el método FODA (Fortalezas, Oportunidades, Debilidades y Amenazas), y la interpretación de los datos para así, finalmente, presentar los resultados de la investigación. Por último se constato la existencia de una relación positiva entre la seguridad alimentaria y el grado de diversificación de la producción, que los hábitos alimentarios de las familias podrían mejorar a través de programas de educación alimentar y, por último, que son evidentes los efectos positivos de la redistribución de las tierras en la auto sustentación de las familias.

The study analyzes the knowledge and consumption of organic foods and the understanding on the concept of food security of 60 regular elementary school students and 46 students of the youth and adult education (YAE) from a public school in Palmas, Tocantins State. From a qualitative-quantitative and exploratory approach, this study used as a methodological data collection instrument a semi-structured questionnaire with five questions, applied to regular elementary and high school students. The answers given to the questions were categorized in percentages and analyzed by the techniques of statistical and content analyses. Among other results, the research verified the lack of knowledge of these students regarding this subject. Given this, school must develop strategies and effective practical actions, not just theoretical ones, able to encourage the adherence of healthier food choices to students. It is concluded that it is essential to emphasize the theme of healthy eating in science teaching.

This study focuses on gender and home economics education in the contexts of Ghana and Finland. The aim is to identify potential opportunities to understand how home economics education can promote gender equality in society. This research analyses how homeeconomics teacher students at two universities perceive gender in relation to home economics education, particularly in basic-level education, and how they assess the potential of home economics education to advance gender equality in their respective contexts. The data were drawn from Finnish teacher students' (N=16) online discussions during a course on gender and home economics and from two focus group discussions with Ghanaian home-economics teacher students (N=16) and subjected to qualitative content analysis. Instead of highlighting the gender-related differences in the Ghanaian and Finnish cultural contexts, the focus is on investigating students' understanding of the prevalent gender roles and structures.

Independent living in their own home is currently an ideal shared by many older people. However, weakening physical strength and illness are often associated with nutritional risks. Convenience food is one option to ensure that nutritional needs are met, but convenience food itself and its packaging face negative attitudes. This article analyzes the factors connected to acceptability of and obstacles to using convenience food among older people in Finland. The analysis was done by using three sets of data gathered using a qualitative research method for examining how older people relate to convenience food and food packaging. The methods used were empathy-based stories (2011 n = 114) and two rounds of focus group discussions (2012 n = 22, 2014 n = 32). By and large, the study participants associated negative meanings with convenience food. Some saw convenience food as an easy solution in certain situations. Our study showed that elderly individuals valued healthiness of food, freedo...

The guide intends to encourage the further development of nutrition education in European schools. It intends to do this by placing nutrition education within the idea of the health-promoting school and by providing a framework for nutrition education in the health-promoting school. The framework provides objectives for nutrition education for four age groups from 4 to 16 years old under seven topic headings. There are also objectives for the whole school and for work with families and the community. This guide also provides case studies from various countries outlining innovative and interesting ways of doing nutrition education. Ways of evaluating nutrition education in the health-promoting school are suggested and active methods recommended. In addition, supporting material is provided that describes what is happening in Europe in the school systems of various countries and in food and eating styles. The guide is divided into four sections: getting started, a description of and g...

Everyday foods such as coffee, meat and spices could become luxury items due to global climate impacts and changing tastes. You are aware that nowadays , ordering lobster in a restaurant or serving it at a party is considered the height of gastronomic sophistication. But that hasn't always been the case-lobster has worked its way up from humble beginnings to become a gourmet delicacy.

Background School meals hold considerable potential to shape children’s diets and reduce food-related greenhouse gas emissions (GHGE)—in the short and long term. This study applied linear optimization to develop a GHGE-reduced, nutritionally adequate, and affordable school lunch menu. The effects on food waste, consumption and pupils’ satisfaction with the meals were evaluated. Methods A pre-post design was employed to assess the effects of implementing an optimized lunch menu on daily food waste, consumption, and pupils’ school meal satisfaction in three schools (grades 0–9) from one Swedish municipality. A food list containing amounts, prices, nutrient content, and GHGE-values of all foods used for a previously served (baseline) four-week lunch menu was created. Using linear programming, this food list was optimized for minimum deviation and constrained to ensure nutritional adequacy and a reduced climate impact. The optimized food list was developed into a new (intervention) four...

Education about and for the home has been part of the Swedish education system for over one hundred years, and Home and Consumer Studies (HCS) has been compulsory for all pupils since the common nine-year school system was introduced in 1962. For all this time food has been a central theme, however we know very little of what food means in this context. The aim of this thesis was to seek to understand the construction of food in HCS. This thesis consists of four papers that explore food in HCS from the perspective of teachers and pupils, the role of the classroom and how food in HCS is part of a larger cultural context. Observations and focus group interviews were used to collect data. The material consists of field notes from 13 days in three HCS classrooms and transcripts of focus group interviews with 25 HCS-teachers and 20 pupils. The analytical methods used were based on social constructionist assumptions which were supplemented by theories on culture, space and spatiality. Res...

Food and home are central issues in the Home Economics curriculum. The aim of the present paper was to explore how Home Economics teachers make sense of and manage being teachers in this particular subject and how they talk about food and home. This was achieved by conducting four focus groups with 25 participants, 23 women and two men, all with experience from working as Home Economics teachers. Participants were recruited from all over Sweden through emails. The data analysis was conducted in three steps and was guided by social constructionist theory. The main findings were the themes of Home Economics as food with a purpose, teachers with a public health commission, the fostering teacher, tangible cooking and the deficient home. The results show that Home Economics is constructed as a site for 'proper knowledge' about food in relation to a 'deficient home'. Food in Home Economics was thus constructed as having a purpose.

En esta ponencia recalcamos la idea de un postre nutritivo el cual nos permita consumir de manera regular sin que este cause ningún efecto maligno al cuerpo y a su vez sea beneficioso para el organismo, Este nos brindara una nueva forma de ver las golosinas ya que en 3 tipos de variedades tenemos y así su composición para que los diferentes tipos de personas puedan consumir y no tengan problemas con edulcorantes conservantes y entre otros problemas más.

Il saggio indaga da un punto di vista antropologico le conseguenze dell'adozione del modello educativo nutrizionale del semaforo alimentare sulle attività di educazione della popolazione europea, sulle scienze della nutrizione e sulla conoscenza della storia e della cultura del cibo.

La nutrición consiste en tomar sustancias nutritivas(alimentarse) para crecer y vivir. Los seres vivos necesitan energía para sus procesos celulares. La nutrición es una Función vital que comprende procesos de incorporación, transformación, transporte y eliminación de sustancias gracias a los cuales los seres vivos liberan los nutrientes y la energía que contienen los alimentos para que las células puedan utilizarlos en la realización de sus actividades. • Funciones vitales: Conjunto de actividades que garantizan el adecuado funcionamiento de un organismo y el mantenimiento de su vida. • Nutrientes: Sustancias presentes en los alimentos, que sirven a los seres vivos como fuente de energía en la realización de diferentes procesos. Clases de organismo según su nutrición: Por la forma como los organismos obtienen la energía se clasifican en dos grupos: autótrofos y heterótrofos. 5 pasos para nutrirnos bien 1. Consumir al menos 5 raciones de fruta y verdura al día. 2. Mantener una dieta variada que incluya toda clase de alimentos. 3. Adecuar las calorías que ingerimos a la actividad física que realizamos. 4. Evitar las grasas tipo trans y el exceso de azúcar y sal. 5. Realizar deporte y evitar el alcohol.

Concepto: A la hora de describir el concepto de alimentación, se puede decir que este es el proceso mediante el cual los seres vivos consumen diferentes tipos de alimentos con el objetivo de recibir los nutrientes necesarios para sobrevivir. Estos nutrientes son los que luego se transforman en energía y proveen al organismo vivo que sea de aquellos elementos que requiere para vivir. La alimentación es, por tanto, una de las actividades y procesos más esenciales de los seres vivos ya que está directamente relacionada con la supervivencia. Promover una alimentación sana y organizada desde los primeros años: La buena nutrición y la dieta balanceada son dos cuestiones fundamentales para que un niño crezca de manera saludable, por ello es imprescindible que los agentes socializadores, escuela, padres, se ocupen de promover en los más pequeños hábitos saludables en materia de comida y por supuesto desalienten aquellos que no lo son en lo más mínimo. Entre las estrategias más funcionales para conseguirlo se cuentan: establecer un horario regular para la ingesta de cada comida, servir alimentos variados y saludables, ser ejemplo siguiendo una dieta sana, desalentar peleas que tengan a la comida como eje, incentivar que los chicos participen en el proceso de elaboración o selección de los alimentos, siempre siguiendo las pautas de dieta balanceada y saludable.

Antecedentes  En la actualidad, los padres disponen de poco tiempo para realizar la preparación de alimentos saludables para sus niños pequeños. Por lo que, ven en la necesidad de adquirir alimentos sustitutos que les provean los nutrientes necesarios para fomentar su desarrollo de una forma rápida y segura, a un bajo costo.

This publication is based on the five year Nordic discussion dealing with food and its various roles and meanings in the contemporary society.
The discussion has mainly been carried out amongst five university departments, their lecturers, researchers, visiting scholars and enthusiastic students. The Department of Food, Health and Environment from Gothenbourg University, the Department of Food, Nutrition and Dietetics from University of Uppsala and the Department of Curriculum Research, Danish School of Education, Aarhus University from Copenhagen have been the long standing partners. Akershus University College from Norway participated in the beginning of the project and Tallin University from Estonia joined the group two years ago. The Department of Home Economics and Craft Science at University of Helsinki, Finland has coordinated the project. A careful reader will notice that the names of the participating departments have changed during the project and the swaping of names seems just to continue. These structural changes in each university have made the academic discussion more needed than ever.

El taller de pan amasado, es una actividad que se realiza en mesones al aire libre bajo sombra, Adecuado para alumnos de cualquier nivel, pero más disfrutado por los pequeños. Consiste en la elaboración de este alimento partiendo de los elementos básicos que lo componen: Agua, harina, levadura, aceite, sal. Luego de la elaboración, se llevan las masas a un horno de barro u horno solar (según la época del año), para realizar la cocción

At the moment there is insufficient data on food choices of university students. Projective techniques help to gather information that would not be achieved by direct examination or by other means. This paper attempts to locally know the preference and reasons for the choice of foods or food preparations of the students during their stay in the faculties of the University. of Buenos Aires