El aprendizaje dialógico para reflexionar sobre la educación alimentaria nutricional.

Abstract

This research seeks to incorporate dialogic learning to reflect on food and nutritional education, with the aim of improving the eating habits of seventh-year basic general education students. In pre-professional practice, it was observed that students had limited knowledge about food and nutrition education, which limited informed and conscious reflection on their eating habits. The consumption of unhealthy foods such as snacks, fried foods, sweets, chocolates and energizers was a widespread practice among students in the school environment. Therefore, this Curricular Integration Work aimed to promote dialogic learning about food and nutritional education in seventh-year students of the United States of North America Educational Unit. To carry out this study, the action research method was used, because it involves the identification of a problem that demands to be investigated with the objective of finding solutions and causing the transformation of the educational context. A qualitative approach was applied, through interviews and focus groups with students, parents and school staff. Among the results of this study, learning communities on food and nutrition education were consolidated through educational workshops to improve the eating habits of students. In conclusion, the analysis of dialogic learning in the context of food and nutrition education provides knowledge and skills to make informed food choices, which participates in the construction of a society committed to its health and the well-being of the community.