E aí professor? Alimentação é assunto para escola?

Abstract

The current society suffers constant changes of habits, generating benefits and harms in its social conjuncture. Much of the formation of these habits begins in childhood and is carried through life, but it is possible that changes occur in this percussion. It is important to understand the importance of school in building habits in general, with health promotion and healthy eating taking its place in school. The school can use transversal themes to dialogue with themes that are not in the basic contents, to deal with the various dimensions of a society and to have a direct impact on students' habits. Food and Nutrition Education (EAN) can be one of the tools that promote the reflection and transformation of habits. Disseminate concepts that help in understanding about healthy eating, which guarantee food and nutritional security. Considering the importance of work on cross - cutting themes, the present research aims to analyze the perception of elementary school teachers of a Cuité school on food as a transversal theme of school content. This is a qualitative research, where the data collection was carried out through the use of a semi- structured questionnaire applied with eleven teachers of the Municipal School of Basic Education Tancredo de Almeida Neves. From the analysis it was possible to observe that the teachers understand their role in the construction of students' habits, both general and habits related to health promotion and adequate food. It was verified that, in the opinion of the teachers, the insertion of the food theme is viable in the transversal subjects, and they do not feel difficulties in achieving this insertion. For teachers, these transversal themes can be easily inserted into the School's Political-Pedagogical Project, which highlight the importance of these themes in the construction and transformation of the students' microworld. It is possible to perceive elements in the formation of teachers that lead them to adopt practices and alternatives that insert the transversal themes, such as the theme of food, within their contents and subjects taught in the school. Such subjects have an interdisciplinary character in the school, demonstrating that the same theme can be worked in apparently different disciplines. Although the school environment is still a medium that presents difficulties of insertion and specific work material, these existent difficulties do not prevent that there is work of these subjects. And, therefore, do not prevent the maturation of new possibilities and alternatives of insertion within the school practices that allow greater appropriation of the knowledge and maturation in relation to the pertinent questions in the formation of the student as a social and cultural being where the food is present.