Concepções acerca do tema “Nutrição saudável e sustentável" em livros didáticos no ensino de ciências sob a ótica da pedagogia libertadora

Abstract

The theme "healthy and sustainable nutrition" is relevant in society when we investigate the various nuances that cover this multifaceted theme, which can range from an approach more traditionally addressed in the literature, with emphasis on the importance of nutrients for the maintenance of health and life, but which touches on many other aspects, such as the reasons for maintaining the population's hunger, work relations, cultural relations, food distribution policies, agricultural and livestock production, economy and environment. However, the topic is not always treated so comprehensively in science teaching. Textbooks, in turn, carry this problem with them, since they are tools of discourse about the school curriculum, which always brings intentions as it is a product of the historical process of humanity; in the case of Brazil, the curriculum has a colonial origin and the history of the textbook has a neoliberal origin. Thus, science books from the Araribá Mais collection were analyzed according to the liberating pedagogy to verify if they are in accordance with a critical teaching of healthy nutrition. Liberating pedagogy, in turn, conceptualizes critical education based on the unveiling and transformation of the reality experienced by human beings. The methodology used was, therefore, qualitative through documental analysis of textbooks, based on liberating pedagogy as a theoretical source with the categories of analysis: does the content of the books consider the reality of the student? Does the text used include a broad view of the world and society? It is concluded that the books are little aligned with the categories presented, flirting, mainly with a broader view of the world at various times, but with little depth in the issues raised, and with rare mentions of the reality of the student, thus bringing little criticism.