Abstract

The objective of the research was to evaluate the effect of educational actions in the school environment on the level of food neophobia, knowledge, consumption, acceptance, frequency of intake, planting of vegetables and assistance in cooking preparations among children. In addition, to verify the impact of actions on the sensory acceptance of food products added with vegetables with low acceptability by this public. Eighty-six children aged 7 to 10 years participated. The research was organized in three stages: pre-intervention, with filling out questionnaires and sensory analysis of the products; intervention, with application of educational actions and; post-intervention, with reapplication of questionnaires and sensory analysis of products. Actions included the implementation of vegetable gardens, theoretical-practical activities and cooking workshops. The physicochemical composition of the products was carried out to ensure food safety. Educational actions reduced the degree of food neophobia and improved the acceptability of food products by children (p < 0.05). In general, the educational actions had a positive impact (p < 0.05) on the participants’ knowledge, consumption, acceptance and frequency of vegetables intake However, there was little influence to increase the planting of vegetables at home, with no change in helping children with cooking preparations (p > 0.05). The food products presented a good nutritional profile. It is concluded that educational actions carried out at school are efficient to reduce food neophobia and increase knowledge, consumption, acceptance and frequency of intake among children. Also, they improve the acceptability of food products with the addition of vegetables with low acceptance by this public.

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