Gestão inclusiva em unidades de alimentação e nutrição escolares: práticas e desafios na oferta de cardápios adaptados por meio de uma revisão de literatura.

Abstract

The National School Feeding Program (PNAE) is one of the most important public policies for food and nutrition security in Brazil, ensuring adequate meals for public school students at all stages of basic education. However, despite providing for the assistance of students with specific dietary needs (SDN), many schools still face difficulties in offering adapted menus, due to the absence of clear protocols, limited financial and structural resources, and a lack of training among School Feeding and Nutrition Unit (UAN) staff. Nevertheless, the implementation of these actions still faces several challenges related to management, infrastructure, resource availability, and the training of the professionals involved. The objective of this research was to identify scientific evidence on inclusive management practices in school UANs and the challenges related to offering adapted menus for students with SDN. To this end, a literature review was carried out, using scientific articles, legislation, technical manuals, undergraduate theses (TCCs), and other publications related to the topic. The results showed that the main difficulties encountered by school institutions are related to the absence of specific protocols, financial and structural limitations, insufficient staff training, and difficulties in acquiring special foods. In addition, the studies highlighted the importance of nutritional planning, coordination among schools, families, and health services, and continuous professional training to ensure the effectiveness of inclusive feeding practices. It is concluded that strengthening public policies, combined with staff qualification and improved UAN management, is essential to ensure the human right to adequate food and to promote greater inclusion within the school environment.