<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442023000200716</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v47i2.51987</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación Alimentaria y Nutricional en comunidades escolares mexicanas de educación básica experimentadas en Participación Social en Salud]]></article-title>
<article-title xml:lang="en"><![CDATA[Nutrition education in mexican elementary school communities experienced in social participation in health]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Ramírez]]></surname>
<given-names><![CDATA[José Cutberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Cuevas]]></surname>
<given-names><![CDATA[Maximiliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de la Ciudad de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>47</volume>
<numero>2</numero>
<fpage>716</fpage>
<lpage>748</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442023000200716&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442023000200716&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442023000200716&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Objetivo: Analizar los conocimientos nutricionales del profesorado y sus prácticas de enseñanza para la Educación Alimentaria y Nutricional (EAN) en cuatro comunidades escolares experimentadas en Participación Social en Salud ubicadas en la región central de México, para perfilar sus capacidades. Método: estudio de caso comparativo. Para descubrir los conocimientos generales en nutrición del profesorado (n=43) se adaptó y aplicó un cuestionario estandarizado internacional. Además, en cada escuela se organizó un simposio virtual donde el profesorado expuso sus estrategias de práctica docente en EAN y la información se procesó mediante los diagramas etnográficos del modelo de análisis de procesos laborales PROVERIFICA, en torno a tres preguntas sobre la planeación, implementación y evaluación en la práctica docente: 1) ¿qué se hace?, 2) ¿con qué se hace? y 3) ¿cómo se hace? Resultados: el porcentaje promedio de aciertos en el cuestionario de conocimientos generales en nutrición en las cuatro escuelas fue 61±18.9. Respecto a la planeación, implementación y evaluación de tópicos de alimentación y nutrición, en dos escuelas predomina un enfoque basado en objetivos cognitivos. En las demás prevalece un enfoque de educación activa orientado al desarrollo cognitivo y emocional, mediante la praxis y la recursividad hogar-escuela. Se concluye que la incidencia en hábitos alimentarios del alumnado requiere un enfoque pedagógico que trascienda los aspectos cognitivos e implemente estrategias dirigidas a fomentar actitudes. Además, los modelos de educación activa practicados en dos de las escuelas estudiadas requieren reforzamiento jurídico para que el Estado asuma su obligación constitucional de apoyarlas, en vez de delegarle la responsabilidad de asegurar el ejercicio eficaz del derecho a la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract As the main objective, this work seeks to analyze the nutrition knowledge of educators and their teaching practices for such topic (EAN in its Spanish acronym) in four school communities experienced in Social Participation in Health located in the central region of Mexico. Thus, it will be possible to outline their capabilities. Regarding the methodology, it consists of a comparative case. In addition, to discover the general nutrition knowledge of teachers (n=43), the researchers adapted and applied an international standardized questionnaire. Therefore, in each school, a virtual symposium was organized where educators presented their teaching practice strategies in EAN. Subsequently, the information was processed through the ethnographic tools of the PROVERIFICA labor process analysis model around the following three questions in terms of planning, implementation, and evaluation in teaching practice: 1) what is done?, 2) with what it does? and 3) how is it done? Regarding the results, the average percentage of correct answers in the general nutrition knowledge questionnaire in the four schools was 61 ± 18.9. R. Moreover, in two schools predominates a teaching practice approach based on cognitive objectives, and in the others predominates an active education approach aimed at cognitive and emotional development through praxis and home-school recursion. Therefore, the researchers conclude that the pedagogical approach required to improve the eating habits of students; requires to go beyond cognitive aspects, to implement strategies aimed at promoting attitudes. Therefore, the researchers conclude that the impact on students' eating habits requires a pedagogical approach that not only transcends cognitive aspects, but also implements strategies aimed at promoting attitudes. In addition, the active education models practiced in two of the schools studied need legal reinforcement so that the State assumes its constitutional obligation to support them, instead of delegating the responsibility of ensuring the effective exercise of the right to education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación nutricional]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[Innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Afectividad y sentimiento]]></kwd>
<kwd lng="en"><![CDATA[Nutrition education]]></kwd>
<kwd lng="en"><![CDATA[Activity learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching method innovations]]></kwd>
<kwd lng="en"><![CDATA[Affectivity and feeling]]></kwd>
</kwd-group>
</article-meta>
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