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The United Nations (UN) conceptualizes sustainability as development that meets the current needs of the planet's populations, but without compromising the ability of future generations to meet their own needs. Although the concept of sustainability has been widely discussed in the international political agendas, inconsistent interpretation and ambiguity of the concept by consumers is observed. In this paper, the understanding of the term sustainability amongst Brazilian consumers is reported. Using the word association projective technique, the participants were asked to write down all the words that came to their mind when thinking about “sustainability.” Thematic content analysis was performed by grouping words by similarity of meaning in categories, which were further submitted to correspondence analysis (CA) to create a perceptual map. Brazilian consumers made different associations reflecting the complexity and multidimensionality of the concept amongst different groups of consumers. The most frequently cited categories are related to environment, health and nutrition, behaviour, production and economy and sustenance. CA accounted for 76.7% of the data variance and the perceptual map evidenced that younger individuals with higher education made associations with categories related to the current concept of sustainable development, similar to that proposed by UN. Moreover, consumers with basic education were associated with categories related to food and sustenance. The findings of this study can contribute to the formulation of education strategies directed towards different social groups, besides directing further research on consumer behaviour.

A B S T R A C TSchool meals were introduced in the Brazilian political agenda by a group of scholars known as ' nutrition scientists ' in the 1940s. In 1955, the Campanha de Merenda Escolar, the first official school food program, was stablished, and sixty years after its inception, school food in Brazil stands as a decentralised public policy, providing services to students enrolled in public schools, which involve the Brazilian federal government, twentyseven federative units, and their 5,570 municipalities. Throughout its history, school food has gone through many stages that reflect the social transformations in Brazil: from a campaign to implement school food focused on the problem of malnutrition and the ways to solve it, to the creation of a universal public policy relying on social participation and interface between other modern, democratic, and sustainable policies, establishing a strategy for promoting food and nutrition security, development, and social protection. In this article, the School Food Program is analyzed from the perspective of four basic structures that support it as public policy: the formal structure, consisting of legal milestones that regulated the program; substantive structure, referring to the public and private social actors involved; material structure, regarding the way in which Brazil sponsors the program; and finally, the symbolic structure, consisting of knowledge, values, interests, and rules that legitimatize the policy.

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O Programa Nacional de Alimentação Escolar (PNAE) é uma política pública de atendimento universal aos alunos das escolas públicas brasileiras e tem suas rotinas e procedimentos bem definidos. A Lei Federal nº 11.947 de 2009 foi um grande avanço após décadas de ações e investimentos públicos e assim este estudo objetivou revelar, analisar e compreender os conhecimentos, interpretações, e práticas dos Secretários Municipais da Educação e Nutricionistas – Responsáveis Técnicos; os gestores dos programas municipais de alimentação escolar da Região Metropolitana de Campinas (RMC), em relação à legislação que o define. O estudo teve abordadem qualitativa realizado por meio de entrevistas com os gestores do PNAE nos municípios da RMC em 2014 e 2015. Para a análise do conteúdo das entrevistas foi utilizada a técnica do Discurso do Sujeito Coletivo (DSC), baseada na Teoria das Representações Sociais. O discurso dos secretários de educação revelou seu papel político, muitas vezes demonstrando desconhecimento sobre a dimensão e sobre a legislação de referência do programa de alimentação escolar. O discurso dos nutricionistas demonstrou dificuldade em seguir a legislação de referência do PNAE por questões técnicas ou falta de preparo. De forma geral, os discursos dos gestores revelaram uma interpretação assistencialista da alimentação escolar, diferentemente do que propõe o PNAE. A representação social de alimentação escolar entre os gestores é a denominação “merenda”, embora reconheçam que este conceito seja ultrapassado. Observa-se a necessidade de atualização dos gestores públicos e melhor capacitação, assim como a inclusão de disciplinas voltadas à area de gestão de políticas públicas no currículo dos cursos de nutrição.