Pedagogical School Gardens as a Food and Nutrition Education Strategy: Perception of Parents and Educators of Their Impact on Children´s Diets

Garcia, Mariana Tarricone; Coelho, Denise Eugenia Pereira; Bógus, Cláudia Maria

doi:10.12957/demetra.2017.26407

Cited by 5 publications

(7 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, this approach will help students understand the complex relationships and interactions that exist between the food system and other disciplines (Cargill, 2005; Wingert et al , 2012). Furthermore, this approach can be complemented by extra-curricular activities such as incorporation of food themes into school clubs and committees, and school food-related events such as food fairs, food market days (Neely et al , 2016), school farms (Garcia et al , 2017; Sarti et al , 2017), and multi-generation cooking courses (Sandell et al , 2016). These activities can provide food education indirectly to the students in interesting ways (Neely et al , 2016).…”

Section: Discussionmentioning

confidence: 99%

Parents’ and young adults’ perceptions of secondary school food education in Australia

Nanayakkara

Burton

Margerison

et al. 2018

BFJ

View full text Add to dashboard Cite

Purpose Secondary school food education provides students with opportunities to build lifelong healthy dietary practices. A number of stakeholder groups are important for the success of this form of education. Accordingly, the purpose of this paper is to examine young adults’ and parents’ opinions of secondary school food education. Design/methodology/approach An online survey was administered to 1,086 respondents drawn from a commercial research panel. Findings In total, 50-60 per cent of all respondents agreed that food education should be compulsory for years seven to ten and 31-32 per cent of respondents agreed that it should be compulsory for years 11 and 12. Almost 69 per cent suggested one to three hours per week for food education. More than 75 per cent of respondents agreed that there should be a non-compulsory food and nutrition subject for year 11 and 12 students and believed that this subject would help students to develop their food-related knowledge and skills. Practical implications There is a gap between parents’ and young adults’ views of school food education and what is actually practiced in Australian secondary schools. Obtaining their opinions in future food-related education and policy reforms could help design and deliver food education to better meet the expectations of its recipients: students and their families. Originality/value The examination of large number of young adults’ and parents’ opinions of school food education makes this study unique.

show abstract

Section: Discussionmentioning

confidence: 99%

Parents’ and young adults’ perceptions of secondary school food education in Australia

Nanayakkara

Burton

Margerison

et al. 2018

BFJ

View full text Add to dashboard Cite

show abstract

“…No estado de São Paulo no município de Embu das Artes, Garcia et al (2017) concluíram que a horta escolar proporcionou nas crianças e famílias uma reflexão sobre o ato de comer e sobre os alimentos, resultando em mudanças concretas nos hábitos alimentares. A horta escolar para além de atender objetivos relacionados às questões ambientais, alimentação e saúde pode reforçar elementos que têm sido historicamente invisibilizados como a problematização do sistema de produção agrícola hegemônico, a valorização do urbano versus a desvalorização do rural, a saúde do agricultor, entre outros (Silva et al, 2015) A AU pode oferecer riscos à saúde humana quando realizada em ambientes contaminados ou onde ocorre a contaminação dos alimentos, por isso, deve-se ter especial preocupação com a qualidade do solo, água e do ar.…”

Section: Agricultura Urbana Saúde E Educaçãounclassified

Pode a agricultura urbana contribuir para o desenvolvimento de cidades e comunidades sustentáveis?

Savian

Boff

2021

RSD

View full text Add to dashboard Cite

Que a agricultura é praticada nas cidades é um fato, porém poucos estudos tem a finalidade de compreender esse fenômeno e as suas contribuições para o desenvolvimento socioambiental. Objetivou-se analisar a contribuição da agricultura urbana no desenvolvimento sustentável das cidades e comunidades. A metodologia consistiu na análise de artigos científicos publicados em periódicos indexados, entre o período de 2009 e 2019, que tinham como foco o estudo da agricultura urbana no Brasil. Foram acessados 667 artigos, dos quais 40 atenderam critérios de inclusão. Os estudos selecionados foram desenvolvidos em 12 estados brasileiros e envolveram 123 pesquisadores. Os resultados demonstram que a agricultura urbana é realizada em todas as regiões do Brasil, apresenta características multifuncionais diferenciadas, possui papel importante na manutenção da agrobiodiversidade e auxilia na segurança alimentar e nutricional. Além disso a agricultura urbana é um componente importante nas relações econômicas, sociais e ecológicas das cidades e pode gerar benefício aos espaços urbanos, promover a saúde e auxiliar nos processos educacionais. Concluímos que a agricultura urbana tem potencialidade para ser adotada como uma estratégia no desenvolvimento de cidades e comunidades sustentáveis.

show abstract

“…Mudanças dos hábitos alimentares, como a melhora na aceitação de frutas verduras e legumes, melhora na consciência sobre alimentação saudável e o cuidado com o meio ambiente, do tem sido evidenciado nos estudos. (COELHO, 2014;SANTOS et al, 2014;COELHO e BOGUS, 2016;OHLY et al, 2016;GARCIA et al, 2017, NURY el al., 2017PRAGER, 2017;DORIA et al, 2017;HUYS et al,2017;Ortiz et al, 2019).…”

Section: A Horta Como Estratégia Em Eanunclassified

“…Sobre os projetos com hortas escolares, são vastos os estudos que demonstram resultados positivos na mudança de comportamento alimentar entre os estudantes (COELHO, 2014;SANTOS et al, 2014;DAVIS et al, 2015;BERNARDON et al, 2015;COELHO e BOGUS, 2016;OHLY et al, 2016;GARCIA et al, 2017, NURY el al., 2017PRAGER, 2017;DORIA et al, 2017;HUYS et al,2017;Ortiz et al, 2019) Demonstrando um resultado positivo quando comparado com as pontuações encontradas pelo estudo realizado em Nova York, como uma média de integração de 34,1 (BURT et al, 2018).…”

Section: Entraves Ao Desenvolvimento Do Pheunclassified

“…Sendo considerada a criança como uma agente multiplicadora dos conhecimentos adquiridos na escola. Foram observados em alguns relatos de professores, coordenadores e alunos, o desenvolvimento de hortas caseiras na casa dos estudantes, após o contato com o PHE.Um estudo que entrevistou pais e docentes de 3 escolas com hortas ativas em Embu das Artes, São Paulo, também encontrou mudanças nos hábitos alimentares das famílias, assim como o incentivo a criação de hortas caseiras na casa das crianças(GARCIA et al, 2017).…”

unclassified

See 1 more Smart Citation

Promoção da alimentação saudável no ambiente escolar: avaliação do Programa Horta Educativa em escolas estaduais de São Paulo

Toledo¹

View full text Add to dashboard Cite

the implementation of gardens in public schools and public children's centers. The school garden has proved to be an excellent strategy for food and nutrition education that enables a participatory pedagogical approach, articulating health, food and the environment. Objective-To evaluate SGP as a device for the promotion of adequate and healthy food (PAHF) in the school environment. Methodology-This is a qualitative study of evaluation by triangulation of methods, which evaluated SGP in state schools in the city of São Paulo. The documentary and structural survey of the schools and the SGP was carried out in 18 selected schools, which developed the program for at least three consecutive years. For the field research, two schools were selected, which presented the active garden and greater involvement of the school community. The study, carried out using different investigation methods, was developed in 5 stages: document analysis, contextualization of schools, field observation, interviews (with teachers, coordinators and principals) and focus groups conducted with students. Qualitative data were analyzed using the thematic content analysis technique. The evaluation of the SGP was based on the analysis of the logical model. Results-The empirical data were divided into 4 central categories: (1) The school food context, addressing the specifics of each school; (2) The development of the SGP, bringing the particularities of the project to both schools; (3) The school environment, discussing the role of the school as an agent of PAHF, the facilitators and barriers to PAHF in the school and; (4) The evaluation of the SGP, bringing the potential, the obstacles to the development of the SGP and the perceived results. Highlighting the SGP assessment categories, the main potentialities for the development of the SGP were: the school garden be considered a pleasurable activity for students, tutors engaged in the implementation of the SGP, the partnerships established with the school, the parents' involvement in the garden and the articulation of the SGP with the healthy eating project in schools. The main barriers to the development of the SGP were: shortage of human and financial resources; inadequacy of didactic material to different classes of students, noninvolvement of teachers and unavailability of time for teacher training. Among the perceived results, the following stand out: changing eating habits and increasing students' knowledge about healthy eating; increased consumption of school meals; valorization of organic means of production and promotion of environmental education among students; involvement of other disciplines enabling interdisciplinary work and greater involvement between family and school. Conclusion-SGP, despite its barriers, promoted the appreciation and increased consumption of school meals by students, contributed to awareness and reflective learning about eating practices, generating changes in food. Policies that involve the practice of school gardens should be encouraged.

show abstract

Pedagogical School Gardens as a Food and Nutrition Education Strategy: Perception of Parents and Educators of Their Impact on Children´s Diets

Cited by 5 publications

References 21 publications

Parents’ and young adults’ perceptions of secondary school food education in Australia

Parents’ and young adults’ perceptions of secondary school food education in Australia

Pode a agricultura urbana contribuir para o desenvolvimento de cidades e comunidades sustentáveis?

Promoção da alimentação saudável no ambiente escolar: avaliação do Programa Horta Educativa em escolas estaduais de São Paulo

Contact Info

Product

Resources

About