THE PNAE AND FOOD SECURITY IN INDIGENOUS LANDS

Abstract

This text aims to describe a study in progress on the application of the public policy of the National School Feeding Program in Indigenous lands. It outlines a socio-historical descriptive study with the main objective that this policy encounters difficulties in its full implementation, considering the requirements proposed by the National School Meal Program when applied in indigenous schools. For this reflection, we will use the main categories of analysis: the notion of Food Security in CONTI (2009) and MALUF (2009), with emphasis on the history of food security in Brazil according to BURITY (2010). In this context, to understand the process of implementing Public Food Inclusion Policies related to the PNAE in Indigenous Lands, we highlight the social relevance and the role of the school in promoting pedagogical reflection strategies capable of interpreting social relations, public policies, original cultures, and the right to adequate food. The problem stands out in understanding what defines legislation and public policies regarding the National School Feeding Program and its relationship with human rights and adequate nutrition, taking the Aldeia do Manga school as a case study, with the school community as subjects, using documents and state legislation as a basis to support the implementation of the PNAE in the state of Amapá. Initially, we infer that there is a distance between the law and reality, emphasizing the difficulties in implementing the public policy proposed by the PNAE in relation to the reality of the culture of indigenous peoples, who study at the Jorge Iaparrá State Indigenist School, located in Aldeia do Manga. Considering that the National School Feeding Program seeks economic equity, the preservation of health and life, and values the culture of indigenous peoples, as well as their human, social, and educational development.