The problem involved in this thesis is to examine the organization, administration, and equipment of the school kitchens, and point out certain educational values derived from such a project.

Although food waste is known to have a negative impact on the environment, little research about the causes for food waste in school and kindergarten kitchens has been made. In order to identify factors with a significant influence on food waste in schools and kindergartens, divided into plate and serving waste, correlation analysis was performed on quantitative factors. Among the factors that were analyzed, children’s age (n=35, p<0.001, Kendall’s rank correlation tau=0.44), the number of semesters with food waste measurements (n=151, p<0.05, Kendall’s rank correlation tau=0.15) and portion size as an indicator for overproduction (n=97, p<0.01, Spearman’s rank correlation rho=0.28) were significantly increasing plate waste. Serving waste was significantly increased by portion size (n=97, p<0.0001, Spearman’s rank correlation rho=0.42) and was generally higher in satellite units than in production units (n=142, p<0.05, Pearson’s product-moment correlation r=0.19). Multiple linear regression models were developed to quantify the factors’ impact on plate, serving and total waste. While possible causes for serving waste should be further researched, the model for plate waste explained over 70 % of the variation in plate waste in schools and kindergartens. Due to the correlation between children’s age and plate waste, schools with students in higher grades could introduce more structured lunch breaks in order to reduce their plate waste. Furthermore, plate waste could be reduced if students are constantly aware of the food waste issue. Schools and kindergartens should also improve the grounds for the planning of their food production to reduce their portion sizes.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-21T13:18:34Z No. of bitstreams: 2 Kely_Enisweler2017.pdf: 1731498 bytes, checksum: c4ee432274ec367c5a7e05b5c2e13a05 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T13:18:34Z (GMT). No. of bitstreams: 2 Kely_Enisweler2017.pdf: 1731498 bytes, checksum: c4ee432274ec367c5a7e05b5c2e13a05 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is based on the assumption of the development of different practices that provide better teaching and learning conditions for students and teachers in the initial years of Elementary School.Considering the timetable of contents directed to the Science Education in the initial training of teachers and that, in the great majority, the teachers of the initial years are undergraduated from the Pedagogy Courses.It becomes urgent the need to think about tools that collaborate for the continuous training of these professionals.Faced with this problem, the aim of this dissertation was to understand the meaning assigned to the space destined to school kitchen gardens -of the municipal schools of the urban perimeter in the city of Cascavel/PR, Brazil- and its importance for the development of teaching and learning Sciences, aiming to contribute to the implementation incentive of the pedagogic school garden,based on the assumption that they are a methodological tool for the development of a living laboratory constituted by kitchen gardens for different practices that provide better teaching and learning conditions for students and teachers in the early years of Elementary School.For its effectiveness, the research was unfolded in bibliographical, documentary and field. In the bibliographic part we considered articles, dissertations and doctoral theses on the theme.The document research was focused on the collection of documents made by the official organs linked to education and related to public policies regarding to the implementation of school kitchen gardens.The field research was carried out in two phases: (i) the first is consisted on the mapping of the school kitchen gardens in the municipal urban perimeter schools and their function; (ii) in the second phase, questionnaires were applied with teachers and students from schools that work with the pedagogic school kitchen garden to verify their importance in the teaching and learning process.The results of the research show that the practice of gardening in the school environment has not yet been part of pedagogical planning in most of the surveyed schools and that the main reason for this is the lack of time and a responsible person to work on this space.One of the possibilities pointed out in this work is the cultivation of kitchen garden in small spaces or as extracurricular activity.The data also highlight the need to think of this space as a pedagogical tool because, according to teachers and students who develop this activity, this has contributed significantly in the teaching and learning process. / Esta pesquisa parte do pressuposto desenvolvimento de diferentes práticas que propiciem melhores condições de ensino e de aprendizagem de alunos e professores dos anos iniciais do Ensino Fundamental. Considerando a carga horária de conteúdos voltados para o Ensino de Ciências na formação inicial de professores e que, em sua grande maioria, os professores dos anos iniciais são egressos dos Cursos de Pedagogia. Torna-se premente a necessidade de pensar ferramentas que colaborem para formação continuada destes profissionais. Diante dessa problemática, nessa dissertação, buscou-se compreender qual o significado atribuído ao espaço destinado a hortas escolares das escolas municipais do perímetro urbano na cidade de Cascavel/PR e sua importância para o desenvolvimento do ensino e da aprendizagem em Ciências, com objetivo de contribuir para o incentivo à implantação da horta escolar pedagógica, partindo do pressuposto de que as mesmas se constituem como um instrumento metodológico para o desenvolvimento de que as hortas escolares constituem um laboratório vivo para o de diferentes práticas que propiciam melhores condições de ensino e aprendizagem de alunos e professores dos anos iniciais do Ensino Fundamental. Para sua efetivação a pesquisa desdobrou-se em bibliográfica, documental e de campo. A bibliográfica considerou artigos, dissertações e teses sobre a temática investigada. A pesquisa documental teve por foco o levantamento de documentos emitidos pelos órgãos oficiais ligados a educação e que tem relação com políticas públicas voltadas para a implantação de hortas nas escolas. A pesquisa de campo aconteceu em duas fases, sendo: (i) a primeira constituída pelo mapeamento das hortas escolares existentes nas escolas do perímetro urbano municipal e a que função se destinam; (ii) na segunda fase foi efetivada a aplicação de questionários com professores e alunos de escolas que trabalham com a horta escolar pedagógica para verificar sua importância no processo de ensino e aprendizagem. Os resultados da pesquisa evidenciam que a prática de cultivo de uma horta no ambiente escolar, ainda não tem feito parte, na maioria das escolas pesquisadas, dos planejamentos pedagógicos e que o grande motivo apontado para isso é a falta de tempo e de uma pessoa responsável para atuar neste espaço. Uma das possibilidades apontadas nesse trabalho é o cultivo de horta em pequenos espaços ou como atividade extracurricular. Os dados ainda ressaltam a necessidade de pensar esse espaço como uma ferramenta pedagógica, pois, segundo os professores e alunos que desenvolvem essa atividade, esta tem contribuído de maneira significativa no processo de ensino e aprendizagem.