A incorporação dos ambientes alimentares na Política Nacional de Alimentação e Nutrição: uma abordagem de possibilidades, avanços e desafios

Mendes, Larissa Loures; Cardoso, Letícia de Oliveira; Menezes, Mariana Carvalho de; Pessoa, Milene Cristine

doi:10.1590/0102-311x00038621

Cited by 2 publications

(4 citation statements)

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“…In these places, food alternatives are lacking for students who need to be fully assisted by existing food programs. As this is a public primary education school, it is even more critical to fully implement the PNAE [ 11 ] in these schools to guarantee the right to adequate and healthy food for students and to meet their daily nutritional needs following the assumptions of the current legislation [ 8 , 11 , 26 ].…”

Section: Discussionmentioning

confidence: 99%

“…The microenvironment, which contemplates inside and around schools the existence of school policies regulating the food sale in canteens, promoting nutritional education, encouraging the offer of healthy foods, and limiting the availability of unhealthy products, can have a significant impact in improving children and adolescents’ diet [ 4 , 5 , 6 ]. In this context, creating a school environment that promotes the appreciation of a balanced diet and awareness of the importance of healthy food choices can contribute to an environment more conducive to health [ 5 , 6 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…These modifications were made following the guidelines of the Brazilian Ministry of Health [ 13 ] and Law nº 13.666/2018 [ 14 ], which determines the inclusion of the food and nutrition education (FNE) in the scholar curriculum. In the macro-environmental scope, it is essential to consider government health and nutrition policies, food industry marketing strategies, and food labeling regulations, as such measures can indirectly influence scholars’ food choices [ 3 , 4 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…It is important to recognize that the availability of these foods close to schools can negatively influence students’ food choices, especially adolescents, who generally have the autonomy to purchase and have the possibility of choosing the foods they will consume [ 2 , 6 , 16 ]. These products can represent an obstacle to the promotion of healthy eating habits, even in schools that have established feeding programs or opted to offer healthier options in their canteens [ 8 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

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Food and Consumers’ Environment Inside and around Federal Public Schools in Bahia, Brazil

de França,

Zandonadi,

da Silva Santana

et al. 2024

Nutrients

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The food environment plays a crucial role in shaping people’s eating habits and, in and around schools, this influence becomes even more critical due to the time students spend daily in these spaces. This study aimed to analyze the food and consumer environments inside and around federal institutes in Bahia, Brazil. Ecological study and audit methodologies were combined, with all the 35 federal institutes in Bahia as the sample universe. To delimit the food environment around the school, the establishments were mapped in a 1000 m buffer, with the school as the centroid. The geographic coordinates of schools and food outlets were initially obtained using Google Maps and later confirmed on-site. The data were collected in WGS 84 and converted to UTM zone 23S SIRGAS 2000. To map the consumer environment, establishments found in a 250 m buffer and also canteens within schools were audited, using the ESAO-r instrument that considers the availability and prices of healthy and unhealthy foods; availability of nutritional information near the point of purchase or on the menu; and presence of internal marketing of healthy and unhealthy foods. The healthy meal–restaurant index (HMRI) was also measured. This index ranges from 0 to 8 points and positively scores items related to healthy consumption and fails to score those related to unhealthy consumption and behavior. The establishments were grouped into four categories (healthy, unhealthy, mixed, and supermarkets). The surrounding area with four or more unhealthy establishments within the 250 m buffer was considered a food swamp. Descriptive analyses were carried out with frequency measurements, measures of central tendency (mean and median), and dispersion (standard deviation). Around the analyzed schools, 732 food establishments were identified, 73.8% (n = 540) formal and 26.2% (n = 192) informal. Considering the characteristics of existing commerce, there was a predominance of snack bars (45%), grocery stores (23%), and bars (7.8%), with a smaller number of supermarkets identified (4.1%). School canteens were found in 20 schools analyzed and only 15% had a variety of healthy foods. When evaluating the availability of healthy foods, a median HMRI of 3 (1–7) was observed. When analyzing this index according to the type of establishment, it was found that fruit and vegetables presented higher values (HMRI = 7; P25–P75: 4–8) compared to large chain supermarkets (HMRI = 5; P25–P75: 2–6; p < 0.001) and local markets (HMRI = 4; P25–P75: 2–5; p < 0.001). From the analysis of the food and consumer environments, it was possible to make inferences about the quality of the food offered to students in these locations, as well as the potential health outcomes arising from this exposure and the need to carry out food education activities and nutritional activities.

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Section: Discussionmentioning

confidence: 99%