Food and Nutrition Education. A curriculum analysis of the FAO/TCP/ARG/3101 Programme

Abstract

From a curricular approach, the scope and limitations of the materials of the Food and Nutrition Education Programme FAO-ME TCP/ARG/3101 are identified in relation to the concept of food education and food security. It was possible to identify a multifactorial approach to food and a multidisciplinary approach to food education. These conceptions, framed in the discourses of global organisations, are the result of the particular process of re-contextualisation carried out by local actors and agents. Furthermore, the programme outlines a critical and curious type of student and a teacher inexperienced in food education. The contents coming from the natural sciences are named after specific scientific disciplines. Social and cultural contents are dealt with in an integrated way and with less disciplinary depth: both ways of classifying contents allow for different types of power relations between teachers and students.