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Algumas aulas estao sendo ministrada emu ma Instituicao francesa em que estao sendo ensinadas algumas taticas para que as criancas tenham habitos alimentares saudaveis.
Na primeira aula os cinco sentidos (visão, tato, olfato, paladar e audição) são apresentados em um procedimento de três etapas: antes, durante e após a degustação do alimento. Nesta aula as crianças enriquecem o vocabulário usado para descrever sensorialmente e emocionalmente os alimentos.
Na segunda aula as crianças descobrem os gostos básicos (doce, salgado, azedo, amargo e umami) e outras sensações da boca (picante, adstringente e de queimação). Nesta aula as crianças também percebem que existem variações pessoais sobre a percepção do gosto.
Na terceira aula as crianças aprendem como a visão dos alimentos cria expectativas com relação ao sabor deles e como a coloração artificial altera essa expectativa.
Na quarta aula é ensinado quão difícil pode ser reconhecer um odor e relacioná-lo com o alimento que o originou.
Na quinta aula o toque e a audição do toque são apresentados para identificar dureza, crocância e esmigalhamento de alimentos durante sua degustação. A consistência, a textura e a temperatura são analisadas em conjunto.
Na sexta aula o aroma (que é a percepção do odor dos alimentos enquanto os mastigamos, via retronasal) é apresentado. As crianças aprendem que o cheiro (odor direto ou ortonasal) do alimento pode ser diferente do aroma e que um mesmo alimento pode ter aromas diferentes se ingerido frio ou quente.
Na sétima aula o sabor é apresentado como a análise conjunta do cheiro, do gosto e do aroma. Nesta aula as crianças aprendem as interações entre os sentidos envolvidos na formação do sabor.
Na oitava aula as crianças aprendem a preparar um prato a partir de uma receita escrita. Nesta aula é ensinado que um mesmo alimento pode ser preparado de diferentes formas e são discutidos alguns hábitos alimentares diferentes.
Na nona aula as crianças são estimuladas a descrever seus alimentos preferidos e a argumentar sobre essa preferência. Nesta aula as crianças fazem um exercício onde um pequeno grupo busca informações sobre o sabor de uma fruta e encoraja outro grupo a prová-la. As crianças aprendem que as preferências individuais de alimentos variam muito e desenvolvem a curiosidade de provar novos alimentos.
Na décima aula são apresentadas as especialidades gastronômicas de diferentes regiões e países. As crianças investigam os motivos históricos e culturais que levam a diferentes hábitos alimentares.
Na aula 11 as crianças relembram e sintetizam todo o conhecimento que adquiriram nas aulas anteriores.
Na aula 12 as crianças são levadas para comer em um restaurante, onde têm a oportunidade de aplicar os conhecimentos adquiridos e desfrutar de uma experiência prazerosa de comer grupo.
A análise do programa de educação sensorial mostrou um grande aumento da capacidade de descrever as sensações provocadas pelos alimentos, mas apenas uma pequena melhora na preferência por alimentos saudáveis e na diminuição da tendência de não querer provar novos alimentos (neofobia). Acredita-se que a propaganda massiva de alimentos processados, bem como a vasta disponibilidade destes no ambiente escolar e familiar (talvez até mesmo durante o período gestacional) tenha um impacto maior nas crianças. Entretanto, programas desse tipo trazem uma nova perspectiva no combate à cultura do fast food.
Referência: Reverdy, C. Sensory Education: French Perspectives. In: Preedy VR et al., editor. Handbook of behavior, food and nutrition. New York: Springer, 2011. p. 143-157

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