Food and Education: Practices, Challenges and Policies at Different Levels of Education

Abstract

This study analyzed the relationship between food and education at different levels of schooling, considering its social, cultural, pedagogical, and political dimensions. The research adopted a qualitative, exploratory, and descriptive approach, based on a bibliographic and documentary review of academic works, legislation, and official programs such as the National School Feeding Program (PNAE). The analysis was organized into four categories: early childhood education, elementary education, high school, and higher education. The results showed that food plays a central role in students’ integral development, influencing both school performance and socialization. It was identified that, while food in early childhood education favors the construction of habits and social bonds, in elementary education the PNAE operates as a policy to combat inequalities. In high school, students’ autonomy and the influence of the food industry pose challenges such as the consumption of fast food and ultra-processed products. In higher education, food issues are closely related to socioeconomic conditions and academic permanence. It is concluded that eating in educational settings goes beyond its biological function, becoming an educational practice and a fundamental human right that must be strengthened by integrated public policies.