The project entitled Promotion of Health Eating Habits by Schools, operating in the Federal District of Brazil since 2001, encourages good eating habits in the school community within the context of promoting healthy lifestyles and preventing chronic non-communicable diseases. The current article presents and analyzes a methodology to train preschool and elementary educators and school cafeteria owners. The workshops included theoretical classes, practical activities, and educational games and were evaluated on the basis of expansion and applicability of knowledge, in addition to implementation of the 10 steps to a healthy school cafeteria. The proposed pedagogical activities were verified by an analysis of the teachers' workshop folders. The overall evaluation was positive, with expansion of knowledge (p < 0.05) among participants for the three workshop modules. The objectives laid out in the workshop folders were reached by 44% of the teachers. In the implementation of the healthy cafeteria, positive results were observed when comparing the pre and post-training periods. The methodology helped expand knowledge for both teachers and cafeteria owners, highlighting the school community as a prime space for promoting healthy eating.

Neste artigo apresenta-se a construção de uma metodologia de capacitação em educação nutricional para educadores de ensino infantil e fundamental até a 4ª série. O desenvolvimento desta metodologia foi feito em quatro escolas de diferentes realidades socioeconômicas do Distrito Federal, Brasil, tendo sido convidados todos os 59 educadores das mesmas. A metodologia foi construída incluindo quatro fases: demanda, pré--análise, foco e enquadre e planejamento flexível. Esta proposta insere-se em uma perspectiva de educação permanente baseada no construtivismo. Dos 59 educadores, 81% (n=48) participaram da etapa de demanda que identificou dificuldades, expectativas e principais temas para o curso. Os temas geradores verificados na etapa pré-análise foram: alimentação saudável; opções de refeições saudáveis; estratégias para a promoção de hábitos alimentares saudáveis com a comunidade; contexto da alimentação na atualidade; aspectos legais sobre alimentação na escola e aproveitamento total de alimentos. O foco do planejamento foi definido como "Alimentação saudável na escola" e o enquadre como um curso de 60 horas a ser realizado na Universidade de Brasília e nas escolas participantes. No planejamento flexível definiram-se os objetivos gerais e específicos do curso, as competências esperadas para os educadores após o curso e toda a programação com seus respectivos planos de aula. Esta proposta representa uma opção norteadora para ações de educação nutricional com este público, de forma a contribuir para a modificação do perfil epidemiológico atual dos escolares. Termos de indexação:Alimentação escolar. Capacitação. Educação alimentar e nutricional. A B S T R A C TThis article presents the construction of a methodology to train preschool and first-to fourth-grade teachers in food and nutrition. The methodology was developed in four schools with different socioeconomic profiles

OBJECTIVE: The aim of the present study was to identify experiences with gardens in public schools in the Distrito Federal, Brazil, and to analyze factors involved in their use to promote healthy eating habits. METHODS: This is an analytical cross-sectional study with data collection in two phases: (1) telephone contact with all public schools in the Distrito Federal; (2) interviews conducted with a sample of schools with a garden (n=105). RESULTS: Of the 582 schools in the Distrito Federal, 453 (77.8%) participated in phase 1 and 37.7% of these had a garden. Rural schools had a higher prevalence of gardens (p=0.003). Among the schools which had no garden, 75.2% (n=212) had interest in creating one. The main reason for the deactivation of gardens was a lack of manpower to maintain them. The main reason for creating a garden was to supplement school food (56.2%). The garden was used as an educational space to promote healthy eating habits by 60.8% of the schools. CONCLUSION: An expressive percentage of schools with gardens (37.7%) was identified in the Distrito Federal. A number of factors were associated with the presence of a garden, including the location and size of the school, as well as the level of education. A significant percentage of schools reported using the garden as a space to promote healthy eating habits. This result must be refined by assessing the use and impact of gardens as a tool to promote healthy eating habits in the school community.

Purpose The purpose of this paper is to analyze entrepreneurship in the context of the second, third and fourth generations of family businesses, considering the family as an institution and mapping the reasons and influences to institutional forces across generations. Design/methodology/approach Three focus groups conducted for the study revealed that each generation has dealt differently with issues related to institutional forces, such as legitimacy, business professionalization and succession. Findings The perpetuation and transmission of entrepreneurial behavior has been greatly influenced by the family and this is especially clear when it is seen as an institution that unites and binds its members, while guiding or restricting the choices available to these agents through limits imposed on them. The family exerts a strong institutional influence across generations, both defining boundaries and creating opportunities for its members. Regardless of the generation of family business, the family founders and their successors’ responses are modeled by institutional forces. Research limitations/implications The main limitation is concentration of focus on a specific context, Brazilian family businesses. Therefore, the results are limited to this case. With regard to the methodological approach, the authors employed cross-sectional data collection, making it difficult or even impossible to make a historical analysis of the facts that are limited to the present perceptions of the interviewees. It should also be considered, from the institutional perspective, that the authors only analyze the family as an institution, leaving out of the context other institutions and institutional dimensions such as the political and industrial, for example. Practical implications This study helps to explain entrepreneurship in the context of the second, thirrd, and fourth generation of family businesses, considering family as an institution, mapping the motivations and influences of institutional forces across generations. The relevance of family as an institution as drivers of family businesses, as demonstrated in this study, can contribute to decision making and succession of family businesses. Equally, the results can contribute to avoidance of the possible pitfalls of transgenerational changes and facilitate better management of problems such as legitimacy caused by a lack of norms and procedures or transfer of tacit knowledge. Social implications There have been few attempts to understand the dynamics of the family business as an institution that also consider transgenerational changes. Rather, family business has been analyzed separately from institutions. Institutions are rarely taken into account in studies of family businesses. Consequently, a perspective that aims to understand the relationship between family businesses and institutions, taking account of transgenerational influences should further theory. Transgenerational family businesses are an appropriate object of study in this context, because of the institutional changes they undergo due to the influence of institutional forces over time. Originality/value This study shows the relevance of understanding how these issues are dealt with in different generations of a family institution. Aspects related to entrepreneurship in the context of family businesses have been attracting attention from researchers interested in family businesses and scholars of institutional entrepreneurship.

This paper aims to understand the transgenerational entrepreneurship process in family businesses. Method: This study was based on a qualitative research using three focus groups. Originality/Relevance: Aspects related to the intergenerational entrepreneurship in the context of family businesses have drawn the attention of researchers who focus both on family businesses and entrepreneurship. Therefore, it is relevant to analyze how entrepreneurship occurs across generations in order to overcome the simplification of research on entrepreneurship in the context of family business. Results: This study allowed understanding the similarities and differences of transgenerational entrepreneurship in family businesses regarding five topics: relevance of the founder, challenges, governance, and influence of the heirs who are not involved in managing the family businesses. Theoretical/methodological contributions: The study presents propositions with the aim to integrate entrepreneurship in the context of family businesses while highlighting the role of founders, heirs, their challenges and governance practices.