FANUT - Faculdade de Nutrição
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A FANUT - Faculdade de Nutrição, da Universidade Federal de Goiás, oferece Graduação em: Nutrição. Além de Especialização em: Nutrição Clínica; e, Controle de Qualidade e Gerenciamento da Produção de Alimentos.
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Navegando FANUT - Faculdade de Nutrição por Assunto "Alimentação escolar"
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Item Alimentação escolar no Brasil e Cabo Verde: uma avaliação sobre as políticas na atualidade(Universidade Federal de Goiás, 2018-12-07) Évora, Sérgio Alexandre Lima; Souza, Thaísa Anders Carvalho; Souza, Thaísa Anders Carvalho; Mortoza, Andrea Sugai; Martins, Karine AnuscaThe school feeding plays a large role in the student's learning and development process and also ensures a minimum food supply for the neediest populations, in other words, it enters as a right of students in basic public education and as a duty of the state. The present work has as general objective, to carry out a comparative evaluation between the School Feeding Programs implemented in Brazil and Cape Verde. It is a study with data collection performed from secondary sources, through a bibliographic survey. In the context of this process, a brief contextualization was made both of the Brazilian School Feeding Program and of the National Cape Verdean School Feeding and Health Program. The results point out the differences and similarities in the guidelines and guiding principles and also in the execution of the programs, since it is perceived that the field of action of the nutritionist professional as technical responsible goes beyond planning menus and that in Cape Verde there is still this restriction. It is concluded that school feeding programs are an important partner in stimulating the adoption of healthy food practices in the school environment, being considered one of the strategies for guaranteeing Food and Nutrition Security and the Human Right to Adequate Food.Item Alimentação escolar no Brasil e Cabo Verde: uma avaliação sobre as políticas na atualidade(Universidade Federal de Goiás, 2018-12-07) Évora, Sérgio Alexandre Lima; Souza, Lucilene Maria de; Souza, Thaísa Anders Carvalho; Souza, Thaísa Anders Carvalho; Mortoza, Andrea Sugai; Martins, Karine AnuscaThe school feeding plays a large role in the student's learning and development process and also ensures a minimum food supply for the neediest populations, in other words, it enters as a right of students in basic public education and as a duty of the state. The present work has as general objective, to carry out a comparative evaluation between the School Feeding Programs implemented in Brazil and Cape Verde. It is a study with data collection performed from secondary sources, through a bibliographic survey. In the context of this process, a brief contextualization was made both of the Brazilian School Feeding Program and of the National Cape Verdean School Feeding and Health Program. The results point out the differences and similarities in the guidelines and guiding principles and also in the execution of the programs, since it is perceived that the field of action of the nutritionist professional as technical responsible goes beyond planning menus and that in Cape Verde there is still this restriction. It is concluded that school feeding programs are an important partner in stimulating the adoption of healthy food practices in the school environment, being considered one of the strategies for guaranteeing Food and Nutrition Security and the Human Right to Adequate Food.Item Conselho de alimentação escolar em escolas quilombolas goianas: exercício do controle social(Universidade Federal de Goiás, 2016-06) Sousa, Lucilene Maria de; Martins, Karine Anusca; Jesus, Linda Priscila Barbosa de; Monego, Estelamaris Tronco; Alexandre, Veruska PradoThe School Feeding Council (CAE) is responsible for overseeing and monitoring the implementation of the National School Nutrition Program (PNAE). This study sought to identify the performance of the CAE in Quilombola schools in Goiás. The participants were thirteen advisors and, to verify a possible association of the variables with the running time in the PNAE, we applied Cramér’s V. The monitoring of the implementation of the PNAE (46.15%) and visits to schools (38.46%) were the most mentioned assignments. As for the supervision of finance and accounting, 53.85% (n = 7) did not know the quilombola PNAE, and only two knew the per capita amount transferred. The main difficulty to visit the schools was the lack of transport. We observed a positive association between time of work and knowledge of the quilombola PNAE (v = 0.5476). There is need for continuous training on the duties of the PNAE advisors.