Desenvolvimento de uma sequência didática sobre composição nutricional da merenda escolar e abordagem de doenças relacionadas aos hábitos alimentares para alunos do ensino médio em escola pública de Minas Gerais

Abstract

Food is of fundamental importance for the development of children and adolescents, and the school is essential in the process of raising awareness among students about healthy eating habits. Identifying the nutritional composition of school meals is a work that helps to clarify macronutrients and good and bad eating habits and their main consequences, "so developing mechanisms to address the topic during biology classes is important in the construction of knowledge about nutrients and eating habits. The work was developed at Escola Estadual Governador Valadares, located in the city of Ubá, MG, with a class of the 1st year of regular high school, in the year 2021, with the main objective of elaborating, testing and analyzing a didactic sequence (SD) with an investigative approach that promotes significant learning about the nutritional composition of school lunch foods. The development of the project followed a qualitative methodological approach of experience reporting and a didactic sequence on the nutritional analysis of school meals was the product of this research. The work was carried out during the Covid-19 pandemic, following the current distancing rules, in person with student rotation, hence the large time gap between classes, in addition to a smaller sample number of students. Throughout the development of the project, several interventions were necessary to complete the stages, in addition to the need for an interdisciplinary class to break the difficulties in mathematics presented by the students, making evident the lag of the students caused by the pandemic. Still during the development of the project, the students decided not to carry out some steps, due to difficulty and mainly lack of interest, which demonstrated the need to review the post-pandemic methodologies worked. The landmark of this work was to observe the students' development during the didactic sequence and their protagonism in the face of challenges, making it evident the need to address contexts that involve food, aiming to work on the construction of healthy habits.