Educação alimentar e nutricional na BNCC e no Currículo Paulista na área de ciências da natureza e o papel da autonomia docente

Abstract

Food and Nutrition Education is associated with the establishment of policies and guidelines that aim to promote healthy eating habits and ensure the food and nutritional security of the population. This field is seen by the official documents of the National Common Curricular Base and the São Paulo Curriculum as a cross-cutting theme, so that it can reflect on students' eating habits and choices in order to contribute to health promotion. The objective of this study was to identify whether and in what way the topic of nutrition is addressed in the curricular documents in the area of Elementary School Sciences (National Common Curricular Base and São Paulo Curriculum) and relate it to teacher autonomy. As a methodological option for data analysis, the Content Analysis proposed by Bardin and documentary research in the National Common Curriculum Base and the São Paulo Curriculum were used. The results demonstrated that the Specific Natural Sciences Competencies for Elementary School in the São Paulo Curriculum do not have an explicit periodicity for EAN, therefore, it is treated as a Cross-Cutting Contemporary Theme. It was also found that, just as in the National Common Curricular Base, the São Paulo Curriculum, the public policies for healthy eating proposed by the Framework for Food and Nutrition Education and the Food Guide for the Brazilian Population are not current in their schedules for Food and Nutrition Education, just as not addressing ultra-processed foods makes no sense to highlight their possible health consequences in order to avoid them. It is considered that public policies are not in tune, since the proposals of the Framework for Food and Nutrition Education (2012) and the Food Guide for the Brazilian Population (2014) should have been considered by the documents that emerged temporally later, namely the National Common Curriculum Base (2018) and the São Paulo Curriculum (2019).