Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Because of an increase in food insecurity over the past decade, the U.S. and many developing countries are focusing efforts on issues relating to child hunger. School feeding programs have been in existence for roughly 220 years but modifications have been made over the years to improve the quality of food they serve. Little research has been conducted about adult perceptions of school feeding programs and the impact it has on the community in the U.S. as well as developing countries such as Ghana, West Africa. Because of the gap in literature on school feeding programs and adult perceptions about school feeding programs, the purpose of this study was to examine adult perspectives on school feeding programs in the U.S. and Ghana rural, mountainous communities. Semi-structured interviews were conducted in two communities with similar community characteristics. Semi-structured interviews examined adult perceptions regarding school feeding impact on kindergarten student attendance, learning, behavior and community impact. The sample size for this study was N=41. Grounded theory provided the framework for data analysis from which a paradigm model was developed. This paradigm model provides a visual representation of the relationships among causal conditions, phenomenon, context, intervening conditions, action/interaction strategies and consequences.

Healthy nutrition is indispensable for the advancement and maintenance of an individual's health during the whole life cycle. A huge percentage of young and developing children in South Africa are subjected to undernourishment and malnourishment. Malnourishment and undernourishment can signify permanent negative consequences for the physical, intellectual and psycho-social development of the child. The aim of the research was to: • ascertain to which extent provision is made for nutrition education in the various learning areas of the National Curriculum Statement for learners in the Foundation Phase; • ascertain to which extent Foundation Phase teachers in rural schools are on the Curriculum guidelines for nutrition; • ascertain how knowledgeable Foundation Phase teachers in rural schools are on the basic aspects of nutrition; • to ascertain to which extent these teachers address aspects of nutrition education in the various Learning Areas; • to investigate the teaching strategies used by teachers when teaching aspects related to nutrition; • to ascertain whether these teachers have the necessary knowledge and skills to develop a nutrition teaching programme for Ground Phase learners in rural schools; and • to develop a nutrition teaching programme for Ground Phase learners in rural schools. Qualitative research methods were used in the empirical research. Data was collected by means of structured interviews and classroom observations at four farm schools which were identified by the Department of Education (North-West Province) to take part in the research project on nutrition in rural areas. The following findings emerged from the research: • The National Curriculum Statement provides for nutrition outcomes in the Learning Area Life Orientation, but the assessment standards are too vague and general. • All educators knew that nutrition education would form a part of the Learning Area Life Orientation. • Although teachers are trained on how to implement the National Curriculum Statement, some of them were uncertain on what was expected from them when teaching a nutrition lesson. • The basic nutritional knowledge of the teachers was good and they knew that nutrition can be taught in all three Learning Areas of the Foundation Phase. • Teachers in the four farm schools did not use different teaching strategies in presenting their lessons. • The educators in the four farm schools did not have the necessary knowledge and skills to develop a nutrition teaching programme for rural learners in the Foundation Phase. On the basis of the findings of the research the researcher has developed a nutrition education programme for educators in rural schools with a view to be able to offer more effective nutrition education for Foundation Phase learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Healthy nutrition is indispensable for the advancement and maintenance of an individual's health during the whole life cycle. A huge percentage of young and developing children in South Africa are subjected to undernourishment and malnourishment. Malnourishment and undernourishment can signify permanent negative consequences for the physical, intellectual and psycho-social development of the child. The aim of the research was to: • ascertain to which extent provision is made for nutrition education in the various learning areas of the National Curriculum Statement for learners in the Foundation Phase; • ascertain to which extent Foundation Phase teachers in rural schools are on the Curriculum guidelines for nutrition; • ascertain how knowledgeable Foundation Phase teachers in rural schools are on the basic aspects of nutrition; • to ascertain to which extent these teachers address aspects of nutrition education in the various Learning Areas; • to investigate the teaching strategies used by teachers when teaching aspects related to nutrition; • to ascertain whether these teachers have the necessary knowledge and skills to develop a nutrition teaching programme for Ground Phase learners in rural schools; and • to develop a nutrition teaching programme for Ground Phase learners in rural schools. Qualitative research methods were used in the empirical research. Data was collected by means of structured interviews and classroom observations at four farm schools which were identified by the Department of Education (North-West Province) to take part in the research project on nutrition in rural areas. The following findings emerged from the research: • The National Curriculum Statement provides for nutrition outcomes in the Learning Area Life Orientation, but the assessment standards are too vague and general. • All educators knew that nutrition education would form a part of the Learning Area Life Orientation. • Although teachers are trained on how to implement the National Curriculum Statement, some of them were uncertain on what was expected from them when teaching a nutrition lesson. • The basic nutritional knowledge of the teachers was good and they knew that nutrition can be taught in all three Learning Areas of the Foundation Phase. • Teachers in the four farm schools did not use different teaching strategies in presenting their lessons. • The educators in the four farm schools did not have the necessary knowledge and skills to develop a nutrition teaching programme for rural learners in the Foundation Phase. On the basis of the findings of the research the researcher has developed a nutrition education programme for educators in rural schools with a view to be able to offer more effective nutrition education for Foundation Phase learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

p. 1-61 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-04-10T19:00:14Z No. of bitstreams: 2 Dissertacao parte 2 Valquiria Agatte 02.pdf: 120696 bytes, checksum: 5b50ff37ab31208de8c6b4f863a33ce0 (MD5) Dissertacao parte 1 Valquiria Agatte 01.pdf: 206394 bytes, checksum: dc97e40afaaafcab2aad6dd278fff4fd (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-13T20:10:06Z (GMT) No. of bitstreams: 2 Dissertacao parte 2 Valquiria Agatte 02.pdf: 120696 bytes, checksum: 5b50ff37ab31208de8c6b4f863a33ce0 (MD5) Dissertacao parte 1 Valquiria Agatte 01.pdf: 206394 bytes, checksum: dc97e40afaaafcab2aad6dd278fff4fd (MD5) / Made available in DSpace on 2013-04-13T20:10:06Z (GMT). No. of bitstreams: 2 Dissertacao parte 2 Valquiria Agatte 02.pdf: 120696 bytes, checksum: 5b50ff37ab31208de8c6b4f863a33ce0 (MD5) Dissertacao parte 1 Valquiria Agatte 01.pdf: 206394 bytes, checksum: dc97e40afaaafcab2aad6dd278fff4fd (MD5) Previous issue date: 2009 / Trata-se de investigar as representações sociais da alimentação escolar atribuídas por adolescentes da quarta série do ensino fundamental em uma escola do município de Lauro de Freitas, Bahia. Especificamente, analisa-se o contexto e as condutas dos adolescentes no momento da alimentação institucional e identifica-se limites e possibilidades para a melhoria desta alimentação escolar segundo as representações sociais analisadas. Conclui-se que duas representações são centrais na análise: a aceitação originada pela necessidade da alimentação, visto que ocorrem privações socioeconômicas evidenciando o fenômeno da fome expressas pelos adolescentes e a recusa devido as preparações servidas não condizerem com o culturalmente aceito por este grupo. De cada uma destas unidades surgem outras representações, conformando um conjunto semântico e explicativo em que o escolar se situa na sua realidade para refletir e tecer criticas ao PNAE. / Salvador

Made available in DSpace on 2018-06-18T13:12:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2016 / Esse trabalho tem por objetivo apreender e analisar a percepção de professores, coordenadores pedagógicos e nutricionistas sobre o seu papel no processo de Educação Alimentar e Nutricional (EAN). Trata-se de um estudo transversal, descritivo de caráter quali-quantitativo. As percepções, concepções e práticas sobre EAN de professores (n=56) e coordenadores (n=3) de duas escolas municipais de ensino fundamental e nutricionistas (n=28) do Departamento de Alimentação Escolar vinculados ao Programa Nacional de Alimentação Escolar foram investigadas, por meio da aplicação de instrumento atitudinal do tipo Likert, narrativas e a partir de entrevistas semiestruturadas, respectivamente. O instrumento atitudinal do tipo Likert foi construído a partir de quatro dimensões. Sua validade foi verificada por meio de testes de correlação linear e a confiabilidade por meio de aplicação do teste dos postos sinalizados de Wilcoxon. Foram descritos os resultados em valores médios por asserção. As entrevistas e narrativas foram transcritas integralmente e posteriormente analisadas por meio da técnica de análise de conteúdo, modalidade temática, a partir de núcleos direcionadores. Categorias emergiram a partir das unidades de contexto e registro. O estudo está em consonância com os preceitos éticos de pesquisa e foi concedido autorização pelo Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, mediante parecer 1.242.853 de 24/09/2015. Para os professores as ações de EAN devem envolver outros profissionais e campos do conhecimento e devem contemplar em suas bases conceituais as temáticas da Segurança Alimentar e Nutricional (SAN) e o Direito Humano a Alimentação Adequada (DHAA). Para os coordenadores pedagógicos a EAN trata principalmente do oferecimento da oferta de alimentos e de seus aspectos nutricionais. Os nutricionistas percebem o tema de diferentes formas, destaque para EAN como um processo que envolve sensibilização e transferência de conhecimento visando à mudança de comportamento alimentar. Na percepção de professores, coordenadores pedagógicos e nutricionistas observa-se a coexistência de diferentes tendências pedagógicas, destaque para os modelos tradicionais, mais privilegiados, e os modelos progressistas. Estes atores ressaltam a necessidade do desenvolvimento de prática interprofissional em EAN, consideraram importante a presença de outras áreas do conhecimento para nortearem as práticas de EAN na escola e a necessidade de processos permanentes que envolvam abordagens interdisciplinares e transversais. / This study aims to understand and analyze the perception of teachers, coordinators, and nutritionists on their role in the process of food and nutrition education (FNE). This is a cross-sectional, descriptive study of qualitative and quantitative nature. Perceptions, concepts and practices of FNE of teachers (n=56) and coordinators (n=3) of two public elementary city schools of São Paulo (EMEFs), and nutritionists (n=28) of the School Feeding Department linked to the National School Feeding Programme were investigated using a Likert-type attitudinal instrument, narratives and semi-structured interviews, respectively. The Likert-type attitudinal instrument was built based on four dimensions and its validity was verified by linear correlation and reliability by applying the test of Wilcoxon signed rank. Results were described in mean values by assertions. Interviews and narratives were transcribed in verbatim and after that analyzed by using the content analysis method, from thematic nuclei. Categories and emerged from context and registry units. The study is in line with the ethical principles of research and authorization was granted by the Research Ethics Committee of the Federal University of São Paulo, under protocol number 1,242,853 of 09/24/2015. For teachers FNE actions must involve other professionals and areas of knowledge and should include in their conceptual base, the Nutrition and Food Security and the Human Right for an Adequate Nutrition themes. For coordinators FNE represents mainly the supply of food and its nutritional aspects. Nutritionists perceive the issue in different ways, especially FNE as a process that involves awareness raising and knowledge transfer aiming to achieve an eating behavior change. In the perception of teachers, coordinators, and nutritionists it can be observed the coexistence of different pedagogical trends, highlighting the traditional, as the more privileged models, as well as progressive models. These actors emphasized the need to develop interprofessional practices in FNE, and they consider important the presence of other areas of knowledge to guide these practices in school, as well as the need for permanent processes involving interdisciplinary and cross-content approaches.

Made available in DSpace on 2015-07-22T20:49:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-24. Added 1 bitstream(s) on 2015-08-11T03:26:13Z : No. of bitstreams: 1 Publico-12889.pdf: 737627 bytes, checksum: 1d210f8f64796dce2133908e983bbea7 (MD5) / O presente trabalho teve como objeto de estudo o processo de monitoramento do Programa Nacional de Alimentação Escolar no que diz respeito à análise da situação de armazenamento e manipulação dos alimentos em dez municípios do Estado de São Paulo e a qualificação dos técnicos da Coordenação Geral do PNAE responsáveis pelo processo de monitoramento do programa. Os procedimentos metodológicos utilizados foram: a) levantamento das irregularidades presentes no armazenamento e na manipulação dos alimentos nos municípios, com base na análise dos questionários elaborados pela Coordenação Geral do Programa para avaliação e controle das Boas Práticas de Fabricação; b) questionário aplicado a sete técnicos que atuam no monitoramento do PNAE, lotados no FNDE, para conhecer o perfil, a formação e as concepções desses técnicos acerca do processo de monitoramento e controle de qualidade dos alimentos. Os resultados da pesquisa mostraram que 70% das prefeituras estudadas gerenciam o PNAE de forma centralizada, sendo que todas as prefeituras possuem nutricionista, porém apenas 73% das escolas desses municípios receberam visitas dos nutricionistas para acompanhar a execução do Programa. Observaram-se inadequações sobre controle de qualidade dos alimentos, entre as quais se destacam os problemas referentes à estrutura física da cozinha; em 86% das escolas observou-se ausência de tela de proteção nas portas e janelas e 73% apresentaram iluminação imprópria na área de manipulação dos alimentos. Foram detectadas também inadequações oriundas da postura profissional do manipulador de alimentos; em 30% das escolas foram encontrados objetos em desuso, animais, insetos e roedores na área externa do depósito de alimento; já em 80% foi observada a existência de embalagens desnecessárias, como papelão. Com relação aos resultados obtidos na etapa qualitativa deste estudo, questionário aplicado aos técnicos do PNAE, notou-se que nem um dos técnicos que atuam no monitoramento do PNAE possui formação em nutrição; foi possível identificar que eles apresentam dificuldade em orientar os Estados e Municípios brasileiros em relação ao controle de qualidade dos alimentos. Mesmo com essas dificuldades, todos afirmam gostar do trabalho; apenas um sujeito relatou não gostar de atuar na área de controle de qualidade dos alimentos por não possuir formação específica. Entre os temas solicitados pelos técnicos no sentido de que sejam aprimorados os seus conhecimentos, foi unânime a formação técnico-científica na área de controle de qualidade. Metade dos participantes do estudo enfatiza ser necessária a presença de um nutricionista lotado no setor de monitoramento do PNAE, o qual subsidiará as visitas de monitoramento realizadas nos Estados e Municípios. / The objective of the present work is to study the monitoring process of the National School Feeding Program regarding to food storage and manipulation in ten municipalities of São Paulo state. The used methodological procedures were: a) survey of irregularities found in food storage and manipulation in the municipalities, based on the content analysis of questionnaires elaborated by the Program’s General Coordination for evaluation and control of Good Manufacturing Procedures; b) questionnaires applied to seven technicians who act in PNAE monitoring, working at FNDE, to know the profile, formation and concepts of these technicians concerning the food quality control and monitoring process. The survey results show that 70% of the studied municipal governments manage the PNAE in a centralized way, even though all the municipalities have nutritionists. However, only 73% of these municipality schools received visits from nutritionists to monitor the Program execution. Food quality control inadequacies were observed, among which problems concerning the kitchen’s physical structure stands out; in 86% of the schools it was noticed the absence of a protection net on doors and windows, and 73% presented improper lighting in the food manipulation area. Inadequacies have been detected from the food manipulator professional posture; in 30% of the schools have been found disused objects, animals, insects and rodents in the stockroom external area; yet in 80% it was noticed the existence of unnecessary packages, like cartons. Related to the results obtained in the qualitative step of this study, it noticed that not even one of the technicians who work at PNAE monitoring has a degree course in Nutrition; it was possible to identify they present difficulties to orient the Brazilian states and municipalities concerning in food quality control. Even with these difficulties, all affirm to like their jobs; just one of them related not to like acting in the food quality control area for not having a specific formation. Among the requested topics by technicians to improve their knowledge, it was unanimous the request for a technical-scientific formation in quality control. Half of the participants of this study emphasizes to be necessary the presence of a nutritionist working at the PNAE monitoring section, who will support the monitoring visits realized in states and municipalities. / TEDE / BV UNIFESP: Teses e dissertações

COSTA, Liliam Magda Campos, O Programa Nacional de Alimentação Escolar (PNAE) na perspectiva dos usuários: um estudo de caso. 2004. 109 f. : Dissertação (mestrado) - Universidade Federal do Ceará, Pró-Reitoria de Pesquisa e Pós-Graduação, Programa de Pós-Graduação em Desenvolvimento e Meio Ambiente - PRODEMA, Fortaleza-CE, 2004. / Submitted by guaracy araujo (guaraa3355@gmail.com) on 2016-05-12T17:57:30Z No. of bitstreams: 1 2004_dis_lmccosta.pdf: 688466 bytes, checksum: 2a53efc711ed783b11922e3a59fcc9cc (MD5) / Approved for entry into archive by guaracy araujo (guaraa3355@gmail.com) on 2016-05-12T17:58:03Z (GMT) No. of bitstreams: 1 2004_dis_lmccosta.pdf: 688466 bytes, checksum: 2a53efc711ed783b11922e3a59fcc9cc (MD5) / Made available in DSpace on 2016-05-12T17:58:03Z (GMT). No. of bitstreams: 1 2004_dis_lmccosta.pdf: 688466 bytes, checksum: 2a53efc711ed783b11922e3a59fcc9cc (MD5) Previous issue date: 2004 / The School Feeding National Program (PNAE) aims to contribute to overcome the low school revenue and in the reduction of the school escape. In spite of the social politics of school feeding not to seek to eliminate the child malnutrition in Brazil, just looking for to supply 15% of the children's needs daily, it is important for the fact of representing access to necessary foods to the growth and the learning for the scholars, as well as for supplying the possibility of the ransom of customs and local customs, important in the ethnic identity of the population. Besides, the resources destined to the purchase of the school snack can represent for the community a possibility of maintainable development, because the administration of the resources of a participant form can take to the construction of a new rationality in the exploration of the local natural resources. The main motivation of this work is to contribute for the discussions of the public politics in the reduction of the poverty and to understand the inter relationships among the offer of a compensatory politics and the impact s generated for the population plaintiff. It is looked for through a case study, where the geograp hical space is the municipal district of Tauá- CE, to determine the efficiency, effectiveness and effectiveness of a re-distribution program through the descriptive analysis of the PNAE users perspective. It is a subsequent evaluation, that if using of bibliographical and documental research , of the application of questionnaires to the school community, of interviews to the nutritionist and representatives of the institutions of local fomentation and of tabulation for the statistical program Statistical Package for the Social Sciences (SPSS), it evidences that the problems of infrastructure of the transports and highways of the municipal district and the absence of equipments in the schools represent the main impediments within reach of the effectiveness of the Program and that the loss of the purchase power of the R$ 0,13 per capita/day allied to the accomplishment of the equality of the population-objective made of a centralized form, commits its efficiency. Finally, it explicits the absence of the use of indicators for the measuration of its effectiveness by the managers of the program and the school community's ignorance in relation to its administration. / O Programa Nacional de Alimentação Escolar (PNAE) tem dentre seus objetivos contribuir para a superação do baixo rendimento e na redução da evasão escolar. Apesar da política social de alimentação escolar não visar eliminar a desnutrição infantil no Brasil, buscando apenas suprir 15% das necessidades nutricionais diárias das crianças, é relevante pelo fato de representar acesso à alimentos necessários ao crescimento e ao aprendizado pelos escolares, como também por fornecer a possibilidade do resgate de hábitos e costumes locais, importantes na identidade étnica da população. Além disso, os recursos destinados à compra da merenda escolar podem representar para a comunidade uma possibilidade de desenvolvimento sustentável, pois a gestão dos recursos de forma participativa pode levar à construção de uma nova racionalidade na exploração dos recursos naturais locais. A principal motivação deste trabalho é contribuir para as discussões das políticas públicas na redução da pobreza e compreender as inter relações entre a oferta de uma política compensatória e os impactos gerados para a população demandante. Busca-se através de um estudo de caso, onde o espaço geográfico é o município de Tauá-CE, determinar a eficiência, eficácia e efetividade de um programa de caráter redistributivo através da análise descritiva da perspectiva dos usuários em relação ao PNAE. Trata-se de uma avaliação ex post, que se utilizando da pesquisa bibliográfica e documental, da aplicação de questionários à comunidade escolar, de entrevistas à nutricionista e representantes das instituições de fomento local e de tabulação pelo programa estatístico Statistical Package for the Social Sciences (SPSS) evidencia que os problemas de infra-estrutura dos transportes e estradas do município e a ausência de equipamentos nas escolas representam os principais entraves ao alcance da eficácia do Programa e que a perda do poder de compra dos R$ 0,13 per capita/dia aliado à homogeneização da população-objetivo realizada de forma centralizada, compromete sua eficiência. Enfim, explicita a ausência da utilização de indicadores para a mensuração da efetividade pelos gestores do programa e o desconhecimento da comunidade escolar em relação à sua gestão e operacionalização.

Submitted by ANA PAULA DA SILVA LEONEL null (apsleonel@gmail.com) on 2017-01-27T17:00:41Z No. of bitstreams: 1 tese ana paula leonel.pdf: 1601886 bytes, checksum: fc5fe0dd93218a43b48c43d4d92aeb60 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-31T15:26:02Z (GMT) No. of bitstreams: 1 leonel_aps_dr_jabo.pdf: 1601886 bytes, checksum: fc5fe0dd93218a43b48c43d4d92aeb60 (MD5) / Made available in DSpace on 2017-01-31T15:26:02Z (GMT). No. of bitstreams: 1 leonel_aps_dr_jabo.pdf: 1601886 bytes, checksum: fc5fe0dd93218a43b48c43d4d92aeb60 (MD5) Previous issue date: 2016-03-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Objetivou-se a realização de análise da viabilidade econômica da inserção de almôndega, quibe, bolo de chocolate e bolo de cenoura à base de tilápia na alimentação escolar. O estudo foi realizado nos municípios de Toledo-PR e Marechal Cândido Rondon-PR. Cidades que são destaque nacional na produção de tilápias, e apresentam estudos acerca do tema. Para isto o estudo foi dividido em três etapas. A primeira, consistiu no estudo do perfil socioeconômico de 12 pisciculturas. Para esta caracterização, foram realizados levantamentos de dados necessários na determinação dos custos de produção, rentabilidade e identificação das principais características dos empreendimentos rurais. No segundo momento, foram realizados os custos dos ingredientes dos quatro produtos à base de tilápia, onde foram levantados os valores pagos pelos ingredientes de cada receita pelas prefeituras municipais. A viabilidade da inserção dos produtos à base de pescado nas escolas foi a última etapa, onde os valores determinados no item anterior foram utilizados para o cálculo dos cardápios com e sem inserção do pescado. Como resultados observou-se que as propriedades apresentam em sua maioria mão-de-obra familiar, a lâmina d´água média é de 20.800m², de 1 a 18 tanques escavados e, para 41,6%. A piscicultura é sua atividade econômica principal, sendo o principal canal de comercialização, os frigoríficos da região. Constatou-se grande variação na produtividade de tilápias nos municípios de Toledo-PR e Marechal Cândido Rondon, esta variou de 5.714 kg/ha a 97.540 kg/ha. O Custo Operacional Total (COT) médio foi de R$2,69 e o preço médio de venda de R$3,13. As pisciculturas mais eficientes foram T6 o município de Toledo e M3 em Marechal Cândido Rondon. A Carne Mecanicamente Separada (CMS) mostrou-se mais vantajosa economicamente para a preparação dos quatro produtos à base de tilápia, devido ao menor valor de aquisição quando comparado ao do filé. O produto com menor custo de ingredientes por quilograma produzido, foi o bolo de cenoura de CMS, com valores de R$3,21 para Toledo e R$ 3,55 para Marechal Cândido Rondon. É viável economicamente a inserção de produtos à base de tilápia na alimentação escolar, nos municípios estudados. Os produtos almôndega e quibe de CMS, no município de Toledo reduziram os custos em comparação aos cardápios tradicionais. E no município de Marechal Cândido Rondon o mesmo aconteceu com o bolo de chocolate e bolo de cenoura de CMS e filé. / The objective of this study is to perform analysis of the economic viability of meatball insertion, kebab, chocolate cake and carrot cake for tilapia based school feeding. The study was conducted in the cities of Toledo-PR and Marechal Cândido Rondon-PR which are of national prominence in the production of tilapia and present studies on the subject. This study was divided into three stages. The first phase consisted in the study of the socioeconomic profile of 12 fish farms. For this characterization they were conducted data surveys to determine the production costs and profitability and identify the main characteristics of rural enterprises. In the second stage were carried out the cost of the ingredients of the four products based on tilapia meat, where the amounts paid for the ingredients of each recipe by municipalities were raised. The feasibility of insertion of the school feeding products based on fish is evaluated in the last stage, where the values determined in the previous section were used for the calculation of the diets with and without inclusion of fish. As a result it was found that the properties have mostly family labor and the average water depth were 20.800m², with 1 to 18 excavated tanks. For 41.6% of the fish farming the main marketing channel are slaughterhouses in the region. It was found a wide variation in tilapia productivity in the counties of Toledo-PR and M.C.Rondon-PR, ranged from 5,714 kg/ha to 97,540 kg/ha. The average COT was R$ 2.69 and the average selling price was R$ 3.13. The most efficient fish farms were the T6 in the county of Toledo-PR and the M3 in M.C.Rondon-PR. Mechanically separated meat (CMS) was more economically advantageous for the preparation of the four tilapia based products due to lower purchase price, compared to the tilapia fillet. The product with lower cost of ingredients per kilogram produced was the CMS based carrot cake, with R$ 3.21 values for Toledo-PR and R$ 3.55 for M.C.Rondon-PR. The inclusion of tilapia based products in school meals is economically viable in the studied counties. The meatball and kebab products based on CMS, in the county of Toledo-PR, reduced costs compared to traditional menus. In the county of M.C.Rondon-PR, so did the chocolate cake and carrot cake CMS based and the fillet. / CNPq: 027/2012

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2018-07-26T18:55:06Z No. of bitstreams: 2 Dissertação - Gabriela Benevides Soares - 2015.pdf: 1734251 bytes, checksum: 4737986884c93b5bb7914048bba6c2f2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-27T15:04:05Z (GMT) No. of bitstreams: 2 Dissertação - Gabriela Benevides Soares - 2015.pdf: 1734251 bytes, checksum: 4737986884c93b5bb7914048bba6c2f2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-27T15:04:05Z (GMT). No. of bitstreams: 2 Dissertação - Gabriela Benevides Soares - 2015.pdf: 1734251 bytes, checksum: 4737986884c93b5bb7914048bba6c2f2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Food and nutrition education (EAN) has undergone conceptual and methodological changes over the past decades. Under the school feeding, the EAN is one of the national program of action axes School Feeding (PNAE), and competence of the nutritionist coordinate and perform these actions together with the school actors in a context where are continuous, permanent, problem-solving and cross. The objective of this study was to understanding the nutritionists of the National School Feeding Programme on food and nutrition education. It is a descriptive exploratory study through interviews with 50 nutritionists school feeding of the five Brazilian regions. Data were collected on site from March to November 2013 using a semi-structured open questions. Nutritionists were asked about their understanding of food and nutrition education, its role in carrying out these actions and what factors motivate and hinder the development of the EAN of shares in the PNAE. Data analysis was performed using the collective subject discourse technique (DSC), starting from the raw speech, which were removed from the key expressions and later the central ideas (CI). From the IC who shared the same elements under discussion, these were grouped into categories that later composed the DSC. Four issues have been analyzed, and each was chosen the speech which represented the largest share of core ideas. As for the understanding of the EAN lines they showed that nutritionists interviewed see as a process of teaching and learning about food, and its role teaching about food and nutrition. The most motivating factor shared the responses was the need to form healthy eating habits. While recognizing the need for continuity in multiplier training activities, the realization of EAN is conditional upon the presence of a nutritionist. This may explain the higher difficulty reported for their achievement in the school environment, which is the lack of time and / or professionals in sufficient numbers in the technical framework. The shy recognizing the need for coordination and continuity of actions in the speeches allows us to understand the EAN under the school feeding as a complex process that involves all social spheres of the individual insertion. / A educação alimentar e nutricional (EAN) tem passado por mudanças conceituais e metodológicas ao longo das últimas décadas. No âmbito da alimentação escolar, a EAN representa um dos eixos de ação do Programa Nacional de Alimentação Escolar (PNAE), sendo competência do nutricionista coordenar e realizar essas ações em conjunto com os atores da escola, num contexto onde sejam contínuas, permanentes, problematizadoras e transversais. O objetivo deste trabalho foi conhecer a compreensão dos nutricionistas do Programa Nacional de Alimentação Escolar sobre a educação alimentar e nutricional. Trata-se de um estudo descritivo exploratório por meio de entrevistas a 50 nutricionistas da alimentação escolar das cinco macrorregiões brasileiras. Os dados foram coletados in loco de março a novembro de 2013 utilizando um roteiro semiestruturado de questões abertas. Os nutricionistas foram questionados quanto a sua compreensão sobre educação alimentar e nutricional, seu papel na realização dessas ações e quais fatores motivam e dificultam o desenvolvimento das ações de EAN no PNAE.A análise dos dados foi realizada por meio da técnica do Discurso do Sujeito Coletivo (DSC), partindo do discurso bruto, do qual foram retiradas as expressões-chave e posteriormente as ideias centrais (IC). A partir das IC que compartilhavam os mesmos elementos em discussão, estas foram agrupadas em categorias que posteriormente compuseram os DSC. Foram analisadas quatro questões, e em cada uma delas foi escolhido o discurso que representava o maior compartilhamento de ideias centrais. Quanto à compreensão de EAN as falas evidenciaram que os nutricionistas entrevistados entendem ser um processo de ensino-aprendizagem sobre alimentação, sendo seu papel o ensino sobre alimentação e nutrição. O fator motivador mais compartilhado nas respostas foi a necessidade de formar hábitos alimentares saudáveis. Apesar de reconhecerem a necessidade de continuidade nas ações de formação de multiplicadores, a realização da EAN está condicionada à presença do nutricionista. Tal fato pode justificar a maior dificuldade relatada para sua realização no ambiente escolar, que é a falta de tempo e/ou de profissionais em número suficiente no quadro técnico. O tímido reconhecimento da necessidade de articulação e continuidade das ações nos discursos permite compreender a EAN no âmbito da alimentação escolar como um processo complexo que envolve todas as esferas sociais de inserção do indivíduo.