School breakfast and healthy nutritional education in elementary school

Abstract

Abstract
 Objective: To identify opportunity areas in elementary school to develop integrative educative process for health education in food.
 Materials and methods: A case of study in 30 elementary schools in a Tabasco was made. About 9293 students were attended. Data was collected
 and defined by elements of analysis in observations and interviews.
 Results: Most schools had at least minimal infrastructure for an integrative breakfast preparation and development of the content teaching projects.
 There were identified three primordial problems: A) in the scholar’s breakfast practice there was a dynamic that does not follow the guidelines of
 the governmental office that regulates them. B) The preparation and distribution of meals was unrelated with the teaching of content. C) There were
 contradictions in the contents of different educational materials and among these contents and scientific evidence.
 Conclusions: Nevertheless infrastructure breakfast preparation and subject teaching was cut oneself off. The results of this search are the basis for
 the design of educative strategies that integrate content from various school subjects, and the development of scholar projects that involve students,
 teachers, and families to join the activities of food preparation with the construction of concepts, skills and values.
 Keywords: Healthy feeding; Health education in food; Food attitudes; Innovative programs.

<b>Pedagogical innovation with the use of ICT: perceptions of faculty members from Brazil, Spain and Mexico about their practices

“…This practice may be linked to the notion of innovation mentioned by Orozco (2007) and Muñoz-Cano et al (2012), in the sense of thinking new strategies for the teaching process that allow for the developing of cognitive skills. Also, according to Salinas (2009), when it demands changes in the way of thinking and organising disciplines, which implies in promoting curricular changes and moving forward with innovative teaching practices (Alves et al, 2011;Masetto & Gaeta, 2015;Prata-Linhares, Bossler, & Caldeira 2015;Prata-Linhares & Gaeta, 2016).…”

“…On the other hand, there are studies where the innovation concept is linked to strategies adopted in the teaching process, integrating several complex elements and including the need to think of strategies that enable subjects to familiarise themselves with innovation, thus, facilitating the development of high level cognitive skills. This is because there are teachers, who even when using ICT resources, reproduce traditional pedagogical practices (Orozco, 2007;Muñoz-Cano, Córdoba, & Priego, 2012). Therefore, it is a 'negotiation' process with these teachers, aimed at creating opportunities for them to overcome such practices, building truly innovative formats.…”