The Brazilian School Feeding Program: social representations of teachers and educational coordinators

Abstract

Abstract Social representations were identified about school feeding by teachers and educational coordinators nationwide in schools assisted by the Brazilian School Feeding Program. For this qualitative research, 56 educational coordinators and 57 teachers were interviewed, who are involved in food and nutrition Education. The interviews were analyzed using collective subject discourse and interpreted by social representations. The comments were mostly unanimous in all regions of Brazil, and the coordinators presented similar remarks to the teachers. Although the Program incorporates the perspective of school meals as an educational tool, the interviewees reproduce the idea of welfare with food linked to the financial needs of students. It is noteworthy that they do not receive training and do not have a partnership with the nutritionist to include the subject of food in the classroom. In conclusion, this study found that there is a lack of knowledge of their roles as agents of the School Feeding Program.