Objective: To validate the content and appearance of an instrument to evaluate knowledge on healthy feeding. Materials and Methods: Methodological study of validation of content, appeareance with 22 judges, and semantic validation with 12 schoolchildren from 4th and 5th grades in primary school education, ranging in age between nine and ten years. The Scale-Level Content Validity Index (S-CVI) ≥ 0.90 and the Item-Level Content Validity Index (I-CVI) ≥ 0.80 were considered approved in the validation. The Binomial test was used through the p value of the proportion (rejecting the H0 if p ≤ 0.80) to select items that should be revised or modified (items validated at significance level ≤ 0.05). Results: The instrument was validated with S-CVI = 0.93 and I-CVI ≥ 0.80 in the 12 items evaluated, with the mean proportion of “non-discordance” among judges = 0.93. The instrument with the suggested modifications was submitted to the target audience and completely approved by all the participating students. Conclusion: This instrument can be used during the health education activities of the School Health Program and the Family Health Program to promote healthy feeding with children between nine and ten years of age.

RESUMOObjetivo: identificar os tipos de intervenções educativas na promoção da alimentação saudável em escolares. Método: revisão integrativa, entre janeiro de 2010 a maio de 2018, em que se selecionaram artigos em português, inglês e espanhol nas bases de dados PUBMED/MEDLINE, CINAHL, LILACS, BDENF, SCOPUS, CUIDEN, COCHRANE, WEB of SCIENCE, IBECS e na biblioteca virtual SciELO. Categorizaram-se os dados em relação aos tipos de tecnologias e às temáticas abordadas. Resultados: constituiu-se a amostra por 17 artigos, sendo que cinco abordavam práticas alimentares saudáveis; quatro, prevenção do excesso de peso e obesidade e oito, segurança alimentar e nutricional. Todos utilizaram as tecnologias leve e leve-dura e seis, a tecnologia dura. Diversas intervenções educativas foram utilizadas. Conclusão: para a realização de intervenções educativas, utilizam-se diversos recursos, dos mais simples aos mais sofisticados, e sua efetividade dar-se-á a partir do envolvimento da comunidade escolar e pela participação efetiva dos pais ou responsáveis. Pode-se considerar o ambiente escolar o local importante para a promoção da saúde a partir da aquisição de bons hábitos alimentares. Descritores: Educação em Saúde; Educação Alimentar e Nutricional; Serviços de Saúde Escolar; Hábitos Alimentares; Materiais de Ensino; Criança.ABSTRACT Objective: to identify the types of educational interventions in promoting healthy eating in schoolchildren. Method: integrative review between January 2010 and May 2018, in which articles were selected in Portuguese, English and Spanish in the databases PUBMED / MEDLINE, CINAHL, LILACS, BDENF, SCOPUS, CUIDEN, COCHRANE, WEB of SCIENCE, IBECS and in the SciELO virtual library. Data was categorized in relation to the types of technologies and the topics addressed. Results: the sample was constituted by 17 articles, five of which dealt with healthy eating practices; four, prevention of overweight and obesity and eight, food and nutritional security. All have used lightweight and light-hard technologies and six, hard technology. Several educational interventions were used. Conclusion: in order to carry out educational interventions, various resources are used, from the simplest to the most sophisticated, and their effectiveness will be based on the involvement of the school community and the effective participation of parents or guardians. The school environment can be considered as the important place for promoting health through the acquisition of good eating habits. Descriptors: Health Education; Food and Nutrition Education; School Health Services; Food Habits; Teaching Materials; Child.RESUMEN Objetivo: identificar los tipos de intervenciones educativas en la promoción de la alimentación sana en los escolares. Método: revisión integradora, desde enero 2010 hasta mayo 2018, en que se seleccionaron artículos en portugués, Inglés y Español, en las bases de datos PubMed / MEDLINE, CINAHL, LILACS, BDENF, SCOPUS, CUIDEN, Cochrane, Web of Science, y IBECS en la biblioteca virtual SciELO. Se categorizaron los datos en relación a los tipos de tecnologías y las temáticas abordadas. Resultados: se constituyó la muestra por 17 artículos, siendo que cinco abordaban prácticas alimentarias saludables, cuatro, prevención del exceso de peso y obesidad y, ocho, seguridad alimentaria y nutricional. Todos utilizaron las tecnologías leviana y leviana-dura. Se utilizaron diversas intervenciones educativas. Conclusión: para la realización de intervenciones educativas, se utilizan diversos recursos, de lo más simple a los más sofisticados, y su efectividad se dará a partir del involucramiento de la comunidad escolar y por la participación efectiva de los padres o responsables. Se puede considerar el ambiente escolar el lugar importante para la promoción de la salud a partir de la adquisición de buenos hábitos alimentarios. Descriptores: Educación em Salud; Serviços de Saúde Escolar; Educación Alimentaria y Nutricional; Hábitos Alimenticios; Materiales de Enseñanza; Niño.

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Objective The purpose of this study was to validate the card game The Enigma of the Pyramid about healthy eating, using judges (expert) for the validation of content and design; and the target population (students from the 4th and 5th grades, aged 9-10 years) for the semantic validation (pilot test). Methods The Item-Level Content Validity Index was used to verify the degree of agreement among the experts’ opinions, item by item; and the Scale Level Content Validity Index to determine the arithmetic mean of the proportion of items that receive judgments of “non-disagreement” by the judges. The item that obtained Item-Level Content Validity Index greater or equal to 0.80 and Scale Level Content Validity Index greater or equal to 0.90 was considered validated, which was the coefficient of validity. The binominal test was used to select the items that should be revised/modified, using the p-value of ratio (reject H0 if p≤0.8). Items were validated at significance level of ≤0.05. Results Twenty-two judges and 12 schoolchildren participated in the study. Of the 23 items of the card game, nine were selected for review/modification, of which five were from the language component and four from the suitability component for the target population. Conclusion Once the modifications were made, they were all approved by all participating students, making this educational tool on healthy eating habits available for use with the student population.