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Percepciones y experiencias de los maestros y padres indios sobre la educación alimentaria y nutricional en las
A Wincie Wilmah1, R K Jaishree Karthiga1
1School of Social Sciences & Languages, Vellore Institute of Technology, Chennai, India.
Frontiers in nutrition
|August 22, 2025
Resumen
La India necesita educación estandarizada sobre alimentos y nutrición (EFN) en las escuelas primarias. Este estudio pone de relieve las brechas en la formación docente y las disparidades regionales, abogando por reformas políticas para mejorar la FNE y promover dietas sostenibles.
Área de la Ciencia:
- Salud pública
- La política de educación
- Ciencias de la nutrición
Sus antecedentes:
- La educación alimentaria y nutricional (EFN) es crucial para los hábitos alimenticios de por vida y los objetivos de desarrollo sostenible.
- India carece de un marco FNE estandarizado en las escuelas primarias, lo que lleva a currículos inconsistentes y maestros no preparados.
Objetivo del estudio:
- Examinar las percepciones de las partes interesadas e identificar los desafíos en la implementación de FNE en las escuelas primarias de la India.
- Proporcionar recomendaciones basadas en la evidencia para reformas políticas para mejorar la FNE y promover prácticas dietéticas sostenibles.
Principales métodos:
- Un enfoque de método mixto que involucra a 350 partes interesadas (maestros, padres y estudiantes) en Tamil Nadu.
- Recopilación de datos mediante encuestas estructuradas y entrevistas cualitativas.
Principales resultados:
- El 73% de los participantes apoyó las sesiones semanales de FNE, mientras que el 68% prefirió FNE como una asignatura independiente.
- El 76% de los profesores informó de una formación inadecuada en el procesamiento de alimentos y la nutrición.
- Se encontraron diferencias regionales significativas en la concienciación sobre la sostenibilidad y una correlación positiva entre la confianza de los profesores y la implementación de la FNE.
Conclusiones:
- El apoyo institucional limitado, las influencias socioculturales y las disparidades regionales dificultan la FNE sostenible.
- Se recomiendan reformas de políticas que incluyan la capacitación obligatoria de maestros, la integración del plan de estudios y la participación de la comunidad.
- La mejora de la alfabetización alimentaria y nutricional de los niños es esencial para promover prácticas dietéticas sostenibles en las escuelas primarias de la India.
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