Analysis on food and nutrition education political guidelines/Analise sobre orientacoes politicas de educacao alimentar e nutricional

Viewing the government agenda from the perspective of the Humanities and Social Sciences as part of a dynamic social structure that produces political documents that work in a reflexively way, and motivate educational actions concerning food practices, the aim of the research presented in this paper is to analyze the Food and Nutrition Education (FNE) guidelines and educational policies found in the official document Marco de referencia de educacao alimentar e nutricional para politicas publicas, [Reference Landmark of Food and Nutrition Education for Public Policies], using the concept of ideology and its link with education. The methodological approach adopted consisted in information retrieval and document analysis, which enabled systematic evaluation of the document from the dimensions proposed by Cellard (2010). The document presents directives and guidelines for FNE practices in an idealized and simplified way, despite the issue's complexity. Some complex aspects and contradictions inherent to the educational process were analyzed, such as use of a supposedly transformative discourse, based on Freire's freeing education, but that does not escape some "banking model" features in its intention to moralize FNE actions, reducing them to a pattern of "right eating habits" to be followed, which are not harmonious with the socially unequal Brazilian reality. Keywords: Food and Nutrition Education. Public Policy. 'Marco EAN 2012' Entendendo, na perspectiva das Ciencias Humanas e Sociais, as agendas governamentais como parte de uma estrutura social dinamica que produz documentos politicos, que, de modo reflexivo, motivam processo educativo em alimentacao, o objetivo da pesquisa que inspirou este artigo foi analisar as principais diretrizes e orientacoes politicas de Educacao Alimentar e Nutricional (EAN) presentes no Marco de referencia de educacao alimentar e nutricional para politicas publicas, utilizando o conceito de ideologia em sua relacao com educacao para fundamentar a discussao. O percurso metodologico adotado compreendeu a pesquisa documental e a analise documental, que possibilitaram sistematizara avaliacao do documento a partir das dimensoes propostas por Cellard. O documento apresenta seus principios e orientacoes para as praticas de EAN de modo idealizado, e simplificado, ainda que o tema seja denso e complexo. Foram analisados aspectos complexos de contradicoes inerentes ao processo educativo, como o uso de um discurso que se pretende transform