Construindo conhecimento sobre nutrientes no ensino fundamental: elaboração e avaliação de atividades investigativas e sua influência nos hábitos alimentares dos alunos do Rio de Janeiro (Brasil) / Building knowledge about nutrients in fundamental education: development and evaluation of research activities and their influence on the eating habits of students of Rio de Janeiro (Brazil)

Maria de Fátima Alves de Oliveira

Change in nutritional habits and the epidemic proportions of obesity are to be seen as public health issues. Such issues are also an educational problem, since through education it is possible to spread knowledge related to the construction of more adequate nutritional habits. In this scenario, dealing with nutrition-related topics in the realm of formal education is something of major importance. Recent papers published by our research group have demonstrated the existence of an alternative conception about the metabolism and nutrition, according to which only carbohydrates, glucose in special, are the sole fuels actually used in cellular energy production. This perspective hinders the proper understanding of metabolism and nutrition and impoverishes the quality of the decisions made based on such concepts. In the present research we have developed and assessed investigative teaching strategies related to the nutritional composition of food items. Students enrolled in the 8th year of Brazilian Fundamental School in public institutions in the cities of Rio de Janeiro and Itaperuna participated in the three-year study. The initial strategy were based on the nutrition facts stated on the labels of industrialized food products consumed by the students. Subsequently, a game-like strategy was designed in order to make it possible to investigate the influence of teaching on the students‟ choices of what to eat. All the activities were of an investigative nature, involving the presentation and proposition of questions/hypothesis and practical approaches to answering them. The teaching approaches involved simple calculations and were evaluated through written instruments of many types as well as interviews. At first, we came to the conclusion that students at this level are unaware of the role played by the various nutrients. The results achieved by the two teaching approaches have shown that students started to correctly identify the three energetic nutrients (lipids, protein and carbohydrates) abandoning the misconceptions they usually have at this level. Students had a proper conception of the functions of other nutrients, though. The analysis of the food items consumed by the students while at school has shown that the awareness of the functions of nutrients did not change students eating habits as far as proper nutritional choices are concerned. Furthermore, the data show that factors related to the quality of the food provided by the school as well as break times have a great influence on the low level of student engagement to the program. We have concluded that it is possible to design investigative approaches to the teaching of introductory nutrition. Besides being well received by students and feasible, they seem to counteract the establishment of misconceptions amongst them. Such initiatives, however, have little or no impact on the students‟ eating habits at the school premises if they do not come along with simple changes in the school settings in order to best meet the students‟ needs. Finally, it seems to be essential to invest in alternative teaching techniques and approaches, of an investigative nature, which are able to stimulate the students‟ interest in having better nutritional habits, improving their quality of life and contributing to the consolidation of a healthy attitude in general.

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