PLANEJAMENTO DE AÇÕES DE EDUCAÇÃO ALIMENTAR E NUTRICIONAL EM UMA ESCOLA INDÍGENA URBANA

Abstract

Food and nutrition are essential factors in determining the health condition of a population due to the directly proportional relationship between the nutritional status of individuals and the appearance of diseases. An ideal nutritional status provides prevention of the onset of diseases and comorbidities that are more and more frequent in specific populations such as the indigenous population. In view of the abandonment of hunting, fishing, subsistence agriculture and the frequent consumption of ultra-processed foods to replace these traditional food acquisition practices of indigenous peoples, the nutritional impact becomes relevant when these changes in behavior in the habit and style of eating. influence the health-disease process of this population. It is considered, then, that the strategies presented in the Food and Nutrition Education (EAN) activities model are pertinent measures of intervention in the treatment and prevention of chronic non-communicable diseases. The school has the configuration of an environment strategically promoting this context, favoring providing and improving EAN activities developed there through the promotion of healthy eating habits. The challenge is to incorporate the role of the nutritionist, both leading and coordinating, planning and training other professionals in Primary Health Care (PHC) in line with the school community, in the implementation of actions of food and nutrition, mainly in indigenous territory. . Thus, the objective of this study was to systematize information on the daily life of indigenous children and adolescents, for later planning, formulation and application of EAN actions in an urban indigenous school as a proposal for nutritional intervention within PHC in the territory. This is a prospective longitudinal study of a quantitative and descriptive character through the Concept Mapping tool (Concept Mapping). Through Concept Mapping workshops with a group of 20 schoolchildren, between 9 and 17 years old, a brainstorming (debate) was created with these individuals in order to generate keywords related to the objectives of encouraging healthy eating practices, health promotion and prevention. After defining and recruiting the sample, the group of researchers built a prompt (trigger phrase) which would be the focus for the creation of the statements on nutrition and health. The prompt created was: "To have a healthy body, what is necessary?". The statements were ordered into categories based on the similarity between them and, finally, classified according to the degree of importance and feasibility in the practical application of students' daily lives in the form of activities in EAN at school. 38 statements were generated, 24 of which were written, while 14 statements were created from the drawings. The results of this study demonstrated that the statements formed at the prompt expressed explanatory concept maps capable of transmitting objective information used in the formulation and planning of actions in EAN. The statements formed were determined by the students themselves on thematic axes (Physical Activity, Food, Local Environment and Well-being) using the Concept Mapping tool, which directed the elaboration of a manual with a detailed description of EAN activities applicable in the school. For feasibility, the physical activity group was also ranked first, followed by food, relationships and interaction with the environment. No group was considered unimportant or unviable by the participants. When participants were divided according to age (9-11 and 12-18), perceptions of importance and viability vary between groups. Younger participants rated all groups as more important than older participants; for viability, the food group was rated as most viable by adolescents. Healthy regional and cultural eating habits, promoted according to the provision of actions to encourage adequate food in indigenous schools, are one of the challenges and goals for intersectoral work (health and education) in EAN. Nutritional guidance with the purpose of producing knowledge about a balanced and healthy diet, conveyed through teaching-learning dynamics, provides fundamental knowledge for disease prevention and health promotion. The fragility of indigenous health reflects how objective the conduct of problem solving needs to be, through practical and concise interventions, especially when it comes to encouraging healthy eating practices at school that arouse the interest of self-care, valuing the culture, empowerment and autonomy in food choices. With that, Concept Mapping played an important process in detecting possible health needs in the community, with the demonstration improved action of the interpretive capacity of the data in the development of health actions. Greater use of this tool is required, which includes listening to individuals, considering local demands and guiding intersectoral actions.