FOOD AND NUTRITION EDUCATION IN THE AMAZONIAN TRIPLE BORDER: AN EXPERIENCE REPORT ON PLAY-BASED PEDAGOGICAL PRACTICES AT THE FRANCISCO MENDES MUNICIPAL SCHOOL, TABATINGA (AM)

Abstract

Food and Nutrition Education (FNE) in the school setting encourages reflection on food and health through participatory strategies. This study aimed to report an FNE activity conducted with fifth-grade students at a public school in Tabatinga, Amazonas, Brazil, emphasizing playful and pedagogical practices. This descriptive and reflective experience report is based on a university extension activity carried out in April 2025 by fifth-semester undergraduate Nutrition students, involving 60 schoolchildren aged 11 to 12 years from two morning classes. The intervention included an interactive educational presentation, visual resources, a balloon relay activity, a thematic puzzle, and food label reading activities. The topics addressed included adequate and healthy eating, fresh, minimally processed, and ultra-processed foods, as well as the prevention of overweight and obesity. Interest, participation, and interaction among the schoolchildren were observed, particularly during activities requiring direct involvement. The experience provided undergraduate Nutrition students with opportunities to apply their knowledge and develop communication and health education skills. The combination of dialogue, visual resources, and playful educational activities proved feasible for addressing food and health in the school setting. However, no instruments were used to assess changes in participants' knowledge or eating behaviors; therefore, no conclusions could be drawn regarding the effects of the intervention on these outcomes.