GERMANO, H. S; http://lattes.cnpq.br/9890758422436447; GERMANO, Halana dos Santos.
Résumé:
The childhood phase presents important aspects for the formation of habits and behavioral practices in general, and specifically food. This is a process that starts in this phase and extends for all the other phases of the life cycle. Considering the importance of school as a space conducive to the formation of healthy eating habits in building citizenship, and teachers, key actors in this process, which act as facilitators of the relationship between theory and practice. How could we, as professionals seeking to raise such discussions in the school environment, access such issues? Autobiographies as reflection strategies on the training process, have been the subject of many studies. It is essential to reflect on the life story of early childhood educators in order to understand their relationship to the subject of healthy eating, in pedagogical practice. Past experiences throughout our lives are particularly decisive for the formation of what we have become and what we are. Such issues may interfere with the way teachers build their teaching do. The objective of this study was to understand the relationship of early childhood educators with the topic of Healthy Eating. The survey was conducted in three school kindergarten in the city of Picuí-PB, with the educators case of a cross and qualitative research, we used as the narrative interview tool and the material was analyzed by the methodology proposed by Schütze. Based on the results it was revealed, the perspective that educators have about healthy eating is consistent with access to information is subject. Because they understand that the gesture is subject of the trainer, seek to bring to the classroom to that theme through: Healthy Eating Project, which built into it is a storytelling based on the theme and the experiences lived by the educators in childhood leave Clearly, the family is a fundamental part to build this nutrition education in the classroom.
