The pedagogy of the spoon and of gathering: eating as a formative experience in early childhood

Abstract

This article discusses food as a formative experience in early childhood, articulating the cultural, sensory, social, and political dimensions of eating. Considering the contemporary transformations in food systems and the increasing consumption of ultra-processed foods, it problematizes the growing distance between children and culinary practices, as well as the loss of their educational potential. Grounded in perspectives from the human sciences, Food and Nutrition Education (FNE), and decolonial approaches, the study proposes the concept of the “pedagogy of the spoon and of gathering,” which understands the acts of harvesting, preparing, and sharing food as pedagogical practices. The article presents empirical evidence from the Cozinhas & Infâncias Program, highlighting how culinary experiences can strengthen social bonds, expand sensory repertoires, and promote situated learning. It concludes that integrating food into educational processes constitutes a powerful pathway for fostering critical subjects who are sensitive to food culture, territory, and social relations.