Dialogues between popular education and food and nutritional education: reflections from the trajectories of three university professors.

This essay explores the convergences and singularities of popular education and Food and Nutrition Education based on biographical fragments of the undergraduate training program in Nutrition of three university professors who established their academic and professional trajectories at these crossroads of knowledge and actions mediated by popular education. Inspired by the autobiographical method, the narratives revealed that the initial indignations with social inequalities were mobilizing the routes in the formative path toward understanding hunger, suffering, and human care. To this end, seeking spaces and opportunities to learn about and experience social work in contexts of vulnerabilities was a decisive factor in their personal and professional constructions, revealing the contradictions of traditional training models and the starting point for the genesis of critical thinking.

["I FEEL VERY WELL": the effects of Integrative and Complementary Practices in the care of people with obesity].

The scope of this study was to understand the effects resulting from Integrative and Complementary Practices (ICPs) in the treatment of people with obesity cared for at a state center of reference of the Brazilian Unified Health System, based on the reports of users. Qualitative exploratory-descriptive methodology was used, employing semi-structured interviews as a technique for data production. The empirical universe was composed of eight male and female members in the adult age group, with a medical diagnosis of obesity and being monitored at the ICP Outpatient Clinic.

[Developments, implications and ramifications in food and nutrition care: analysis of an official Brazilian publication].

The scope of this paper is to analyze the discursive strategies of a Ministry of Health publication, by virtue of the fact that another notion of food and nutrition care (FNC) emerges from them. Through discourse analysis, the results are interpreted mainly in the light of Edgar Morin and Anemarie Mol's studies. The analysis identified elements of the complex thinking constituting a broadened perspective about the food and FNC practices in the context of matrix support.

[The notion of food culture in the actions of food and nutrition education in Brazilian schools: a critical analysis].

The scope of this paper is to conduct a critical analysis on how perceptions of the notion of food culture have been presented in scientific papers on food and nutrition education in Brazilian Elementary schools. To achieve this, the use and application of this concept in the texts were recorded and the forms of the proposed relationship between the inclusion of food culture in the theoretical-methodological planning and the practice of the actions were critically read and analyzed. The paper is based on qualitative document research.

[Multiplicity, heterogeneity, and coordination: the production of food and nutritional care based on inter-consultation support practices].

This ethnographic study aimed to understand the production process in food and nutritional care in the setting of primary healthcare, based on inter-consultation support practices. Fieldwork was conducted in two family health units and their respective territories, together with the team from the Expanded Center for Family Health and Basic Care. References for the data analysis were Deleuze and Guattari, Túlio Batista Franco, and researchers associated with Actor-Network Theory such as Annemarie Mol and John Law.

[Interactions between dietary habits and identities: redefining public schools and school meals].

Studies on dietary practices in the scope of the Brazilian National School Feeding Program (PNAE) have identified a paradox: while the PNAE has progressed as a policy based on the human right to adequate diet, it has a paternalistic bias which tends to contribute to stigmatized identities. A study was thus performed to understand the interactions between dietary practices in school meals and identities. The theoretical and methodological approach was ethnographic, focusing on the scenario of a public school in the municipality (county) of Santo Antônio de Jesus, Bahia State, Brazil, in the upper years of elementary school.

[School feeding and the establishment of school identities: from meals for the poor to the right to food].

This essay aims to analyze school feeding as a practice contributing to the establishment of school identities. The point of departure is a nonsystematic review of publications on school feeding and identities in Brazil's public schools. The discussion begins with the persistence of paternalistic discourses and practices that reduce school feeding to food for the poor, observed in the studies.

Food-based dietary guidelines: a comparative analysis between the Dietary Guidelines for the Brazilian Population 2006 and 2014.

Objective: In 2014, the Brazilian Ministry of Health launched the second edition of the Dietary Guidelines for the Brazilian Population (DGBP), which deploys the new food classification NOVA. It esteems that the second DGBP overcomes the limitations in the previous food guide, reformulating the diet concepts, food pattern, culture and system. The present paper analyses the advances and limits established in the second edition, contrasting with its first edition.

[School: a place for studying and eating].

This study seeks to discuss the significance of school nutrition expressed by students in public schools from the state of Bahia, Brazil. The objective is to understand the symbolic aspects associated with school nutrition. The results of a survey into the significance of nutrition offered by the Brazilian School Nutrition Program (PNAE) expressed by students from six public schools in municipalities in the state of Bahia, Brazil, are presented.