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Promoção da literacia nutricional em crianças e jovens institucionalizados
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A idade pediátrica é a idade mais vulnerável em termos de escolhas alimentares, principalmente em crianças e jovens que residem em instituições. Esta faixa etária é crucial para o progresso rápido em relação ao conhecimento e experiências alimentares. Ao longo deste trabalho vão sendo descritos diversos estudos que confirmam as premissas anteriores da mesma forma que vão mostrar a necessidade de iniciar a aplicação de programas de intervenção em educação alimentar em idade pediátrica. A presente tese tem como objetivo promover a literacia nutricional das crianças e jovens das instituições de Vila Nova de Gaia, e ainda avaliar o conhecimento prévio das crianças e jovens sobre as temáticas abordadas no âmbito da educação alimentar e analisar o impacto de diferentes metodologias de intervenção. Apesar de não se encontrarem muitos estudos do mesmo gênero deste em instituições de crianças e jovens, que foram retirados aos pais por neglicência dos mesmos, é de extrema importância estas crianças e jovens desenvolverem conhecimentos na área da nutrição e alimentação. Foram desenvolvidos três temas diferentes onde cada um tinha questionário inicial, final e após um mês da apresentação do tema, todos os questionários são iguais para percebermos se houve aumento ou não de conhecimento por parte destas crianças e jovens. Para além disso, foram desenvolvidas atividades práticas para os grupos que pertenciam à metodologia teórico prática. Neste estudo participaram 24 crianças e jovens, com idades entre os 11 e os 23 anos, residentes em três instituições particulares de solidariedade social no concelho de Vila Nova de Gaia. As sessões foram dirigidas a 8 crianças e jovens com a metodologia teórica e a 16 crianças com a metodologia teórico prática. O conhecimento global aumentou do questionário que realizaram antes da sessão para o que realizaram no fim da sessão. No entanto, diminuiu do questionário realizado no final da sessão para o questionário que realizaram após um mês das sessões. Não houve diferenças significativas entre as duas metodologias.
Pediatric age is the most vulnerable age in terms of food choices, especially among children and young people living in institutions. This age group is crucial for rapid progress in relation to knowledge and eating experiences. Throughout this work, several studies are described that confirm the previous premises in the same way that will show the need to start the application of intervention programs in pediatric age education. The present thesis aims to promote the nutritional literacy of children and young people in the institutions of Vila Nova de Gaia, and also to evaluate the prior knowledge of children and young people about the topics addressed in the context of food education and to analyze the impact of different intervention methodologies. Although not many studies of the same kind are found in institutions of children and young people, which were taken from their parents for their neglect, it is extremely important for these children and young people to develop knowledge in the area of nutrition and food. Three different themes were developed where each one had an initial, final questionnaire and, after a month of presenting the theme, all questionnaires are the same in order to understand whether or not there was an increase in knowledge by these children and young people. In addition, practical activities were developed for groups that belonged to the practical theoretical methodology. This study involved 24 children and young people, aged between 11 and 23 years old, residing in three private institutions of social solidarity in the municipality of Vila Nova de Gaia. The sessions were aimed at 8 children and young people using the theoretical methodology and 16 children using the theoretical and practical methodology. Global knowledge increased from the questionnaire they took before the session to what they did at the end of the session. However, it decreased from the questionnaire carried out at the end of the session to the questionnaire they took after one month of the sessions. There were no significant differences between the two methodologies.
Pediatric age is the most vulnerable age in terms of food choices, especially among children and young people living in institutions. This age group is crucial for rapid progress in relation to knowledge and eating experiences. Throughout this work, several studies are described that confirm the previous premises in the same way that will show the need to start the application of intervention programs in pediatric age education. The present thesis aims to promote the nutritional literacy of children and young people in the institutions of Vila Nova de Gaia, and also to evaluate the prior knowledge of children and young people about the topics addressed in the context of food education and to analyze the impact of different intervention methodologies. Although not many studies of the same kind are found in institutions of children and young people, which were taken from their parents for their neglect, it is extremely important for these children and young people to develop knowledge in the area of nutrition and food. Three different themes were developed where each one had an initial, final questionnaire and, after a month of presenting the theme, all questionnaires are the same in order to understand whether or not there was an increase in knowledge by these children and young people. In addition, practical activities were developed for groups that belonged to the practical theoretical methodology. This study involved 24 children and young people, aged between 11 and 23 years old, residing in three private institutions of social solidarity in the municipality of Vila Nova de Gaia. The sessions were aimed at 8 children and young people using the theoretical methodology and 16 children using the theoretical and practical methodology. Global knowledge increased from the questionnaire they took before the session to what they did at the end of the session. However, it decreased from the questionnaire carried out at the end of the session to the questionnaire they took after one month of the sessions. There were no significant differences between the two methodologies.
Descrição
Palavras-chave
Nutrição pediátrica Institucionalização Educação alimentar Pediatric nutrition Institutionalization Food education