Objective:

To identify opportunity areas in elementary school to develop integrative educative process for health education in food.

Materials and methods:

A case of study in 30 elementary schools in a Tabasco was made. About 9293 students were attended. Data was collected and defined by elements of analysis in observations and interviews.

Results:

Most schools had at least minimal infrastructure for an integrative breakfast preparation and development of the content teaching projects. There were identified three primordial problems: A) in the scholar’s breakfast practice there was a dynamic that does not follow the guidelines of the governmental office that regulates them. B) The preparation and distribution of meals was unrelated with the teaching of content. C) There were contradictions in the contents of different educational materials and among these contents and scientific evidence.

Conclusions:

Nevertheless infrastructure breakfast preparation and subject teaching was cut oneself off. The results of this search are the basis for the design of educative strategies that integrate content from various school subjects, and the development of scholar projects that involve students, teachers, and families to join the activities of food preparation with the construction of concepts, skills and values.

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