PEDAGOGICAL SCHOOL GARDENS AS A FOOD AND NUTRITION EDUCATION STRATEGY: PERCEPTION OF PARENTS AND EDUCATORS OF THEIR IMPACT ON CHILDREN´S DIETS

Abstract

Introduction: Schools have been recognized as a favorable setting for food and nutrition education and school-based garden interventions have shown positive results. Objective: The objective of this study was to describe the dietary-related impact of children´s experience with growing foods in school gardens, according to the perception of parents and educators. Methods: In-depth interviews were conducted with principals, teachers and employees, and semistructured in-home interviews with parents of school children from three municipal schools in Greater São Paulo. A total of 27 individuals were interviewed, comprising 19 parents and eight educators. Results and discussion: The school garden promoted reflection on the act of eating and on foods through the knowledge gained from direct contact with growing food crops. The experience had an impact on both the children and the families involved with the activities. Contact with food production provided knowledge about food and strengthened connections with the food grown by sensitization to the act of eating. In practice, this resulted in concrete dietary-related changes, greater knowledge of foods and the food system, in addition to greater appreciation of the food produced as well as motivation to try new foods. Conclusion: School gardens are conceived as a food and nutrition education strategy based on involvement and direct contact with food.