Transformando o olhar : as práticas educativas e introdução de alimentos na dieta de crianças

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This study analyses educational practices and their importance in the building of knowledge about non-lacteous food introduction in the childs diet. The introduction of these aliments occurs when the taste hasnt been yet perverted by the excess of salt and sugar, which means that, when well oriented, it can contribute to a healthy diet. A populations nutrition depends on its access to a well balanced diet, its education and its culture. Therefore, educational practices in health have been going through a redefinition of purposes, searching for a theoretical and methodological renovation that incorporates the idea of dialogue in the educational process. In this perspective, the health professional is no longer the center of this process, but a mediator in the caretakers-knowledge relation. The starting point is the individuals reality, its perspectives and world vision, from where a transformation within those involved is possible through critical thinking and successive reality approximations. This study was developed in two health centers in the Health Region of Sobradinho DF. All charts of children who had completed seven months old on January 2006, when the collection of data began, were analyzed. They were organized according to the mothers/caretakers participation in the educational practices, which could be in groups (lecture and workshop) and/or individually (consult). After that, sixteen of them were randomly selected, eight from each health center. The mothers/caretakers of the selected children were interviewed, using a semi-structured script. Other methodological instruments of data collection were direct observation of the educational practices, using audio and video media, and a questionnaire answered by the health professionals of the centers, which was built with the purpose of characterizing and comparing the educational practices used. The obtained results indicated that, in health center A, the lectures reflect the liberal traditional pedagogical trend, as health center B showed that the workshop strategy is more similar to the progressive freeing tendency. When the educational practices from both centers were compared, it was noticed that the group strategies contributed more to the building of knowledge among the caretakers especially for the users who attended the health center that used the methodological strategy of the workshop, possibly because it allowed more participation and exchange of experiences between the caretakers. Therefore, the practices that did not consider the cultural and affective dimensions of eating were not well incorporated in the caretakers everyday life. Furthermore, the centers users have said that this introduction of food causes anxiety and stress, demanding patience and implicating adjustments that go beyond the childs adaptation to the food: they demand, above all, reorganizing the family and their members social roles. They indicated that they suffer strong influences from their family and other people during this period, especially concerning the feeding and breastfeeding of their children. As a consequence, we can presume that educational practices influence not only their behavior but also of those around them, concerning the childs diet and feeding, which implies that they can promote transformations in the familiar system. In summary, this study ratifies the importance of using educational practices based on active methodologies, once they contribute to transform educational practices in health services and to build a social network towards the autonomy for a healthy diet.

ASSUNTO(S)

introdução de alimentos não lácteos educational practices complementary feeding ciencias da saude percepção de mães perception of mothers alimentação complementar introduction of non-lacteous food práticas educativas

ACESSO AO ARTIGO

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