Representaciones sociales relacionadas con la alimentación escolar: el caso de las escuelas públicas de la Ciudad de México

México está confrontando una epidemia de sobrepeso/obesidad sin precedentes, en particular entre los niños. El objetivo de este trabajo fue identificar las principales representaciones sociales relacionadas con la alimentación en la escuela, presentes en los discursos de los diferentes actores escolares. Se realizaron 20 entrevistas con actores escolares y 10 grupos de discusión con niños y niñas de 12 escuelas. Se identificaron tres principales concepciones, representaciones en las que estructuran su relación con la alimentación en la escuela, 1) comida "chatarra" versus comida casera, 2) valoración de la fruta desde diferentes perspectivas, 3) función placentera de la comida escolar. Se argumentará la contribución de esta información para entender mejor la oferta y el consumo de los escolares. El estudio permitió identificar algunos elementos que estructuran profundamentela relación de los diferentes actores escolares con la alimentación escolar y que se relacionan con, 1) presencia en los discursos de ideas y conocimientos sobre la alimentación, a veces opuestos y generados por diferentes campos de saberes, que muestran el carácter dinámico y complejo del hecho alimentario, 2) interiorización por parte de los niños de un sistema de jerarquización de los alimentos, 3) carácter identitario de la alimentación

Vulnerability and risk: reflections on the COVID-19 pandemic

No final de dezembro de 2019, o vírus SARS-COV-2 foi identificado como responsável pela pandemia de Covid-19. A rápida propagação da transmissão expôs falhas estruturais das sociedades modernas e dos sistemas de saúde na prevenção e contenção de uma ameaça sanitária. A discussão científica tem se concentrado na busca por uma vacina, mas menos na compreensão da resposta social à atual ameaça global e ao medo de novos surtos. Neste ensaio refletimos, a partir das ciências sociais, sobre a importância de associar três conceitos: vulnerabilidade-percepção-risco. Isso é necessário para desenvolver estratégias preventivas adequadas às circunstâncias da população, principalmente junto à população mais vulnerável, em prol da equidade na saúde.A finales de diciembre 2019 se identificó el virus SARS-COV-2 como responsable de la pandemia de Covid-19. La rápida expansión de la transmisión puso al descubierto fallas estructurales de las sociedades modernas y de los sistemas de salud para prevenir y contener una amenaza sanitaria. La discusión científica se ha concentrado en la búsqueda de una vacuna, pero menos en comprender la respuesta social ante la amenaza globalizada actual y el temor a los rebrotes. En este ensayo reflexionamos, desde las ciencias sociales, sobre la importancia de vincular tres conceptos: vulnerabilidad-percepción-riesgo. Esto es necesario para desarrollar estrategias preventivas adecuadas a las circunstancias poblacionales, especialmente con la población más vulnerable, a favor de la equidad en salud.At the end of December 2019, SARS-COV-2 virus was identified as responsible for the COVID-19 pandemic. The rapid spread of transmission exposed structural failures of modern societies and of the health systems in preventing and containing a health threat. Scientific discussion has focused on the search for a vaccine, but less on understanding the social response to the current global threat and fear of outbreaks. In this essay, we reflect, based on the social sciences, on the importance of linking three concepts: vulnerability-perception-risk. This is necessary to develop preventive strategies appropriate to population circumstances, especially with the most vulnerable population, in favor of health equity

Breastfeeding practices, beliefs, and social norms in low-resource communities in Mexico: Insights for how to improve future promotion strategies

<div><p>Introduction</p><p>Breastfeeding is recommended exclusively for the first 6 months after birth, with continued breastfeeding for at least 2 years. Yet prevalence of these recommendations is low globally, although it is an effective and cost-effective way to prevent serious infections and chronic illness. Previous studies have reported that social support greatly influences breastfeeding, but there is little evidence on perceived social norms in Mexico and how they affect actual behavior.</p><p>Objective</p><p>Our objective was to investigate breastfeeding intention, practices, attitudes, and beliefs, particularly normative, among low-resource communities in central and southern Mexico.</p><p>Methods</p><p>We performed a secondary analysis using the theory of planned behavior with cross-sectional data, which included semi-structured individual interviews with fathers (<i>n</i> 10), 8 focus groups with mothers (<i>n</i> 50), and 8 focus groups with women community leaders (<i>n</i> 44) with a total of 104 participants. Our data also included a quantitative survey among pregnant women and mothers (<i>n</i> 321).</p><p>Results</p><p>Women reported supplementing breast milk with water and teas soon after birth, as well as introducing small bites of solid food a few months after birth. Social norms appeared to support breastfeeding, but not exclusive breastfeeding or breastfeeding for periods longer than about a year. This may be partially explained by: a) behavioral beliefs that for the first 6 months breast milk alone is insufficient for the baby, and that water in addition to breast milk is necessary to hydrate an infant and b) normative beliefs related to the appropriateness of breastfeeding in public and as the child gets older.</p><p>Conclusions</p><p>Future strategies should focus on positively influencing social norms to support recommended practices, and emphasize the specific reasons behind the recommendations. Future efforts should take a multi-pronged approach using a variety of influences, not only directed at healthcare providers but close family members, including fathers.</p></div

Qualitative instrument and informant demographics.

<p>Qualitative instrument and informant demographics.</p

Qualitative instrument and informant demographics.

<p>Qualitative instrument and informant demographics.</p

Flowchart of data collection, analysis, and dataset validation.

<p>Flowchart of data collection, analysis, and dataset validation.</p

Socioeconomic characteristics of surveyed patients according to “receives support or not to care for the disease”.

<p>^a Pearson’s chi square test, likelihood ratio test or Student t-test</p><p>Socioeconomic characteristics of surveyed patients according to “receives support or not to care for the disease”.</p

Time elapsed after diagnosis of diabetes and complications of the disease.

<p>^a Pearson’s chi square test or likelihood ratio test</p><p>Time elapsed after diagnosis of diabetes and complications of the disease.</p

Quantitative socio-demographic characteristics.

<p>Quantitative socio-demographic characteristics.</p