Educação ambiental e sua relação com a educação alimentar e nutricional em escolas da rede municipal de ensino em tempo integral

Abstract

This study aims to understand how Environmental Education is being implemented and its relationship with Food and Nutrition Education in full-time municipal schools in Clevelândia/PR. More specifically, to verify which EAN and EA actions were implemented in schools and how they are developed, and to analyze whether there are dialogues between these actions and how this occurs, or if they are not connected, why, seeking to identify difficulties and/or successful practices that stimulate agroecology and sustainability. This is a qualitative research, the approach was through a case study, which used semi-structured interviews with municipal education managers, including an education secretary, four principals, four pedagogues, one nutritionist, in addition to these, four teachers and four cooks, totaling eighteen interviewees. In this sense, documentary analysis of the Political Pedagogical Projects, on-site observation with photographic records to better understand the reality of the schools. The results identified through the category of EA actions in schools, visits to the city's environmental parks offered by the Municipal College of Education and Environment (FAMA), EA actions by the city's Social Assistance Reference Center (CRAS). However, regarding intersectorality, discontinuities and a lack of permanent actions within schools were noted. Regarding the category of teaching methods and materials, digital whiteboards, videos, books, and some lectures were used, but there was no vegetable gardens/orchards to better work on the theme. In addition, in the category of difficulties, the need for continued training to work EA in workshop projects was discussed. In the analyses of the categories directed at EAN, in terms of actions, lectures and theaters with the nutritionist were found. It was indeed possible to perceive that EAN actions are mostly carried out only by the nutritionist, with less attention and importance given to other education professionals. Regarding the category of intersectoral work for EAN, contributions from the Health in Schools Program in partnership with the health department, in relation to the category of teaching methods and materials, work with computers, textbooks, and games. Regarding the difficulties in working with EAN in schools, there was a discussion about the lack of professionals for the number of schools, which limits the teaching-learning process. Regarding EE related to EAN, in the category of discovering whether there are dialogues between their actions, there are incentives about the origin of food by the lunch ladies, but the lack of intentionality and permanence of these actions, in addition, the relationship between the two themes is latent. In the interviews, demands for projects on the theme of EE related to EAN and suggestions for building vegetable gardens were mentioned. In some interviews, theoretical-practical shifts in the teaching-learning process were diagnosed. Therefore, it is important to seek the sustainability of policies and programs with a view to the latent theme of the research carried out. To fully develop EA and EAN within schools, training is essential for all education professionals on the aforementioned topics, with methodological and theoretical-practical studies, to potentially reap results with improvements at institutional levels from the perspective of quality education.