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ABSTRACT: The study analyzes the knowledge and consumption of organic foods and the un-
derstanding 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 methodo-
logical 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 cat-
egorized 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.
Keywords: Food education, Science, Education.
In Brazil, the organic production system eases in the future, such as diabetes, obesi-
is regulated by the Federal Law n. 10.831, ty, among others, healthy eating may favor
from December 23, 2003, which contains better school performance in children and
disciplinary rules for the production, typing, adolescents. In addition to that, policies
processing, packaging, distribution, identifi- which promote healthy eating (PAS) recog-
cation and certification of organic product nize the school as a space that can contrib-
quality, of animal or vegetable origin. ute to adopt healthy habits throughout the
Organic agriculture is defined as an inte- school community (CAMOZZI et al., 2015).
grated production system which promotes However, the school basic education cur-
and strengthens healthy agro-systems, riculum1 and that of the youth and adult
which includes biodiversity, biological cycles education (YAE) should address subjects
and soil biological activity. In this system, related to food and nutrition, with the aim
practices of the use of low inputs quantity of stimulating healthy eating habits in chil-
are adopted and take into account the re- dren, adolescents, young people and adults,
gional conditions required for local adapta- as the Resolution CNE/CEB n. 2, of January
tions to the production (HERNNDEZ, 30 (BRASIL, 2012), in its article 10:
2000).
Regarding the nutritional aspects, in As a result of specific legislation, these are
some studies with organic foods, the reduc- mandatory [...]. Item II - Transversal and inte-
grated treatment, permeating the whole cur-
tion of nitrate content and a high vitamin C riculum, within the scope of other curricular
content were observed (BORGUINI; components: food and nutritional education
TORRES, 2006). Therefore, organic agricul- (BRASIL, 2012, p. 03).
ture is an option for the production safe
and nutritionally rich food. Regarding the youth and adults educa-
In this reasoning, the interest in con- tion, it is worth mentioning that over the
sumption of food with higher nutritional last years it has been an important modality
value and lower content of contaminants, of education that seeks to tackle social ine-
besides the search for healthier life habits, qualities and school exclusion, consisting
has contributed to boost the organic food the most important mean of inclusion for
consumption in society (SCIALABBA, 2005). these people who could not initiate or con-
Knowledge concerning how food is pro- tinue their studies in basic education. The
duced, its origin, care at the time of pur- Law n. 9.394/96 (BRASIL, 2013) and the
chase and its proper preparation and National Curricular Guidelines (BRASIL,
preservation of the nutritional characteris- 1997) will provide legal support for the
tics and health and hygiene conditions be- youth and adult education in Brazil, by
comes essential and in line with the term providing the YAE to those who have had
food security (FAO/WHO, 1997). their studies denied or interrupted for sev-
When reflecting on food education,
Bonatto (2013) states that good nutrition 1
The curriculum is seen as organization, selection, reali-
enables the individual to have better cogni- zation, institutionalization and evaluation of knowledge
relevant and necessary for the education and training
tive, affective and psychomotor develop-
of the individual, taking into account ethical, political,
ment. In fact, in addition to preventing dis- aesthetic and cultural issues (MACEDO, 2013).
viewed employees did not have knowledge classroom can stimulate healthier eating
about the subject. However, it was found habits and promote the nutritional educa-
that about 20% of the students had the tion the school community.
habit of ingesting natural food grown in From the perception of parents and edu-
their own homes. cators, Oliveira (2017) described the impact
on feeding associated with the experience
Table 1. Percentage of the interviewed students answers on of children in food production in school
the following question: Have you heard about organic or pesti-
cide-free foods? gardens. According to the authors, the ex-
Answers
Regular students YAE students perience had an impact on the children and
Total % Total %
Yes 24 40 29 63
families involved in such activities, provid-
Now 10 17 6 13 ing reflection on the act of eating and on
Very little 26 43 11 24 food, through the knowledge acquired
TOTAL 60 100 46 100
Source: Prepared by the authors.
through direct contact with the cultivation
of these foods.
Silva et al. (2013) identified how the According to Lucena et al. (2015), an or-
health and dietary methods of 48 YAE stu- ganic garden contributes to the strengthen-
dents in the 3rd and 4th, 6th and 8th grades at ing of environmental education and ecolog-
the Antnio Aurlio Teixeira de Carvalho ical agriculture. In this sense, the authors
Municipal Elementary School, municipality reported the implementation of an organic
of Lucena, State of Paraba were. The au- vegetable garden at the Sebastio Elemen-
thors found that although the YAE students tary School, located in the Barbalha coun-
are subjects rich in knowledge that has tryside, State of Cear. The school garden
been built throughout their existence and project allowed the awakening of students
know about healthy eating, they do not social values, such as participation, inter-
make use of healthy foods. These students personal relationship, sense of responsibil-
also pointed out that the financial condi- ity and awareness of issues related to the
tions are obstacles to a good and healthy environment.
diet. Still according to the same authors, In this regard, the present study did not
one of this school students parents owns verify the presence of an organic garden at
an organic vegetable garden that does not the Jorge Amado Municipal School, nor was
use pesticides in the plantation, and uses a this term identified the PPP, which makes it
natural insect repellent, the plant Nim. clear that even if the school worries about
Taking this example into consideration, the healthier eating habits, there is no project
policy of promoting school feeding could in development or that will be developed in
enable home gardening activities, including the future, referring to the presence of the
good practices in food handling and moni- organic garden in this school space.
toring of nutritional status of schoolchildren As 43% of the 9th grade students know
(CAMOZZI et al., 2015). Thus, the rescue of little about the subject, it is recommended
land cultivation, the reflection on the im- that there be better awareness of this par-
portance of the consumption of organic ticular audience on organic agriculture, as
foods and the approach of this theme in the well as its importance and benefits to
health and the environment. It is important
Estao Cientfica (UNIFAP) https://periodicos.unifap.br/index.php/estacao
ISSN 2179-1902 Macap, v. 7, n. 2, p. 87-100, maio/ago. 2017
Exploration of the level of knowledge on organic and food security of adolescent, young and adult students 93
to highlight that the intensive use of pesti-
cides has generated several problems, such The consumer market for organic fruits
as contamination of food, soil, water, ani- and vegetables has been increasing signifi-
mals; the intoxication of farmers; resistance cantly. However, vegetables are the most
of pathogens, pests and invasive plants to commercialized organic products in Brazil
certain pesticides; biological imbalance and (ORMOND et al., 2002). In a study carried
the reduction of biodiversity (LUCENA et al., out by Andrade and Bertoldi (2012) in the
2015). It is also worth mentioning the need city of Belo Horizonte, State of Minas
for more studies like this one, in order to Gerais, fruits and vegetables were the most
analyze the insertion of organic foods and consumed organic foods in 2011.
their acceptability in school feeding the Regarding the knowledge about food se-
Jorge Amado Municipal School. curity of students in the 9th grade students
When this panorama comes to thought of the regular Elementary School, 40% (n =
and with the aim to improve the quality of 24) of the students said they knew the sub-
food for students in the Paran States ject, 28% (n = 17) knew little and for 32% (n
school system, the Law n 16.751 was insti- = 19) it was totally unknown. For the YAE
tuted in 2010, that establishes that school students, 54% (n = 25) of the students said
meals should consist of organic foods they knew the subject, 26% (n = 12) knew
(MAZUR et al., 2013), an idea that can be little and 20% (n = 9) were totally unaware
adopted in schools of the municipal and (Table 2). Although 40% of the regular ele-
state systems of the Tocantins State. mentary school students and 54% of those
For students in the 9th grade of regular in the YAE have responded that they have
Elementary School who have mentioned heard about food security, we recommend
having knowledge about the subject, organ- greater investments in educational ap-
ic food refers to fruits such as mangoes, proaches aimed at better understanding
apples, watermelons, pears and grapes. For what would actually be food security and
the YAE students, organic food refers to healthy eating, since it started to integrate
natural food, plants or food without pesti- proposals for public policies in the health
cides such as vegetables and fruits. Howev- area, emphasizing the guarantee of ade-
er, it is worth mentioning the speech of two quate food for the population, since the
YAE students, where they mention about 1990s (SILVA et al., 2009).
the difficulty in finding free-pesticide food
and the needed use of pesticides to in- Table 2. Percentage of the interviewed students answers, on
the following question: Have you heard about food security?
crease food production for humanity: Regular students YAE students
Answers
Total % Total %
Yes, but in our day-to-day it is very difficult Yes 24 40 25 54
to feed without pesticides. In the past it was No 19 32 9 20
Very little 17 28 12 26
much easier to find food without pesticides
TOTAL 60 100 46 100
(B, 7th grade, YAE). Source: Prepared by the authors.
TION SECURITY POLICY, 2004), the food and the students5 of the two modalities, there is
nutritional security is defined in Brazil as: a certain concern with the food. This situa-
tion was evident in the discourse of six stu-
Realization of the right of all to the regular dents:
and permanent access to sufficient quality
food without compromising access to other Food is life (MVS, regular 9th grade).
essential needs, based on health-promoting
food practices that respect cultural diversity Without healthy eating, you cannot have a
and which are socially, economically and en- good quality of life (SEGS, regular 9th grade).
vironmentally sustainable development
(PRINCIPLES AND GUIDELINES FOR A FOOD "To live we need good nutrition (TBS, regular
AND NUTRITION SECURITY POLICY, 2004, p. 9th grade).
04) .
If you do not have quality and healthy eating
In other words, food security is every- you cannot be a healthy person (YMS, regu-
ones right, but the particularities and char- lar 9th grade).
acteristics of each region of the country
Yes, it can, because a person who does not
must be respected in terms of access, con-
eat properly can have health problems (B,
sumption and good practices of healthy 7th grade, YAE).
food.
It was also found in this study that 5% Because if people eat badly, its easier for
(n=3) of the 9th graders believe that poor them to get sick (DMS, 9th grade, YAE).
nutrition does not interfere with peoples
lives, 3% (n=2) believe in low interference In order for food to be considered
and 92% (n=55) think it interferes (Table 3). healthy, varietal, balanced, accessible, safe
Eighty-five percent (n=39) of the YAE stu- and attending to the nutritional, such as
dents reported that poor eating interferes vitamins, proteins, minerals and fibers, de-
with peoples lives, 6% (n=3), believe in low mands necessary for human health should
interference, and 9% (n=4) thought it did be considered (BRASIL, 2009). However,
not interfere (Table 3). factors such as the lack of knowledge about
these questions, their causes and possible
Table 3. Percentage of the interviewed students answers on health effects are factors that can negative-
the following question: Do you think that poor nutrition can
interfere with peoples health?
ly influence a persons eating habits
Regular students YAE students (AGOSTINHO et al., 2012). It is known that
Answers
Total % Total % healthy foods, besides avoiding some ill-
Yes 55 92 39 85
No 3 5 4 9
nesses, such as blood pressure alterations
Very little 2 3 3 6 (high blood pressure), diabetes, obesity,
TOTAL 60 100 100 cardiovascular disease, etc., bring other
Source: Prepared by the authors.
benefits such as, for example, the supply of
nutrients essential for the health mainte-
In dialogue with this analysis, it was pos-
sible to identify that for more than 80% of
5
This study follows guidelines and ethical principles for
scientific research. Therefore, the names of the stu-
dents are anonymous.
also cause losses in the learning process, ject contributes to acquire such knowledge
which can influence the teaching and learn- (Table 5). In this regard, some students in-
ing process. terviewed justified their answers:
Therefore, according to these authors
position, the responsibility for teaching and "Yes, because I am eating better, eating more
encouraging healthy eating should not only fruits and vegetables (WPC, regular 9th
grade).
fall to one actor or another, but it should be
responsibility of the whole family, school Science has contributed because a good eat-
community and health technical team, as ing habits change the life (C, 9th grade, YAE).
National Curricular Guidelines suggests that
there should be an integration of health We are taught food functions and which is
better for our health (ZFC, 9th grade, YAE).
professionals and education, family, stu-
dents and community members, in the ef-
fort to incorporate the principles of health This data is in accordance to Cunha et al.
promotion to provide a healthy school envi- (2010), the approach to health, food securi-
ronment with the insertion of practices of ty and nutrition issues, taught from the 6th
respect for individual and collective well- to the 9th year of elementary education, is
being (BRASIL, 1997). the responsibility of the science teaching.
With regard to the contribution of Sci- To complement the didactic textbook of
ence classes to the knowledge on healthy this discipline, other strategies can be used,
food and food security, 25% (n=15) of the such as visits to vegetable gardens and en-
students in the 9th grade of regular elemen- couragement of home cultivation.
tary education and 9% (n=4) of the YAE stu- Camozzi et al. (2015) analyzed the per-
dents stated that the school subject did not ception and actions in the health promotion
contribute to the knowledge on the theme policy carried out by actors of the school
(Table 5). For 32% (n=19) of the students in community such as director, coordinator,
the 9th grade of regular elementary educa- teacher, school feeding handler and repre-
tion and 19% (n=9) of the YAE students (Ta- sentative of school staffs from six elemen-
ble 5) considered that the subject had little tary schools in a Brazilian capital. The au-
contribution, which was evident in one of thors emphasized that the activities pro-
the statements of a 9th grade regular stu- moting healthy eating in this school restrict
dent: the specific contents addressed by the
teachers in the classroom space and in
"In Science classes you learn more about some school subjects such as Sciences,
plants and the human body, and never food Physical Education and Geography and to
(RSC, regular 9th grade). modifications made in the school menu in
order to increase the acceptance of the
For 43% (n=26) of students in the 9th students.
grade of regular elementary education, Sci-
ence classes contributed to knowledge on
organic food and food security. However,
for 72% (n=33) of the YAE students, the sub-
since it allows to work on these subjects so reports of the students allowed to see that
that students can develop a critical aware- not all of the students involved (three 9th
ness about their eating habits, taking into grade classes of the regular Elementary
account the knowledge on their own habits School and four YAE classes) consume and
acquired at home and/or outside the school are knowledgeable about organic food and
environment, that is, it offers opportunities food security. Thus, it is recommended that
for the student to understand concepts and there be better awareness to this public
interpret actions and phenomena based on about organic farming, as well as its im-
what is observed and experienced in their portance and benefits to health and the
day to day. environment, and also healthier eating hab-
Educating to eat well and consciously its.
should be a goal to be adopted by the In this sense, it can be affirmed that cur-
schools and it is hoped that they can, in ricular proposals that take into account the
fact, be encouraging healthy and balanced learners learning needs, their knowledge
nutrition throughout the school communi- and experiences, having students as pro-
ties, as well as contributing to the promo- tagonists, seek to promote improvements
tion of student health. in the quality of education that is truly
The diversity of students not only in wanted and sought every day. In fact, issues
regular education, but also in the YAE related to healthy food and food security
makes this modality of education have a must be present in the regular elementary
more flexible pedagogical and curricular school curriculum and in the youth and
model to effectively meet the learning adult education.
needs of the young person and the adult. This study reaffirms, from an exploratory
Such flexibility can be expressed in combi- and quali-quantitative approach carried out
nations of face-to-face and non-face-to-face and analyzed in the school context of To-
teaching in a way attuned to the subjects of cantins State, Brazil, the importance of dis-
everyday life of the students, so that they cussing this topic in the school, which can
can become elements that generate a per- serve as a starting point to continue the
tinent curriculum (BRASIL, 2000, p. 61). academic debate on food education with
Thus, it is worth mentioning that the an- children, young people and adults in educa-
swers reported by the YAE students show tional research. In fact, we hope to contrib-
that they have greater knowledge about the ute so that new research on this theme can
consumption and about organic foods and a be produced in the academic community.
better understanding on food security than
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