Food commercialization in schools: analysis of the regulatory process in Brazil / Comercialização de alimentos em escolas: análise do processo de regulamentação no Brasil

ABSTRACT Objective To identify and to describe the legal provisions that regulate the sale of food in Brazilian schools. Method Documentary analysis carried out in 2019, on the websites of the State, capital and Federal District Legislative Assemblies, via e-mail and/or telephone contact and publications on the subject review. The data were grouped by geographic region and a descriptive analysis was carried out. Results Data were obtained from 96% of the federative units (25 States and the Federal District). 62 legal provisions were found: 60% current, 11% revoked and 29% draft bills. Current legislation was found in 67% of States: 100% of the States in the South, Southeast and Center-West regions, 56% in the Northeast and 43% in the North. Most of the legal provisions prohibit the sale of ultra-processed foods and encourage the sale of fruits and fresh foods in the public and private school network. Conclusion Progress is observed in the school food regulatory process in this country, considering its coverage in the States and in the public and private school network, but still restricted to the South, Southeast and Midwest regions.

RESUMO Objetivo Identificar e descrever os dispositivos legais que regulamentam a comercialização de alimentos em escolas brasileiras. Método Análise documental realizada em 2019, nos sites das Assembleias Legislativas dos Estados, Capitais e Distrito Federal, via e-mail e/ou contato telefônico e publicações sobre o tema. Os dados foram agrupados por região geográfica e procedeu-se análise descritiva. Resultados Obteve-se dados de 96% das unidades federativas (25 Estados/Capitais e Distrito Federal). Foram encontrados 62 dispositivos legais: 60% vigentes, 11% revogados e 29% projetos de lei. Regulamentação vigente foi encontrada em 67% dos Estados brasileiros: 100% dos Estados das Regiões Sul, Sudeste e Centro-Oeste, 56% no Nordeste e 43% no Norte. A maioria dos dispositivos legais proíbe a comercialização de alimentos ultraprocessados e incentiva a venda de frutas e alimentos in natura, na rede pública e privada. Conclusão Constata-se avanço no processo de regulamentação no país, considerando abrangência nos estados/capitais e na rede pública e privada, porém ainda restrito às Regiões Sul, Sudeste e Centro-Oeste.

Are laws restricting soft drinks sales in Brazilian schools able to lower their availability?

ABSTRACT OBJECTIVE To describe students protected by laws and exposed to soft drinks sales and assess whether forbidding laws are associated with lower availability of these beverages. METHODS We identified laws forbidding non-government administered cafeterias or sales of soft drinks in schools in the 27 Brazilian state capitals. Data on soft drinks sales were obtained from Pesquisa Nacional de Saúde do Escolar 2015 (PeNSE - National Survey of School Health 2015), for a representative sample of 9th graders from public and private schools. Students were attributed with the status of their school regarding the law and sale of soft drinks. Co-variables were school status (public or private), school size, geographic regions, mother's educational level, score of goods and services. We performed multivariate analyses using Poisson regression. RESULTS The total of 23 laws forbidding sales of soft drinks covered 63.0% of capitals, comprising 56.9% of students. Law coverage was higher among students from more developed regions (67.6%) and in public schools (60.6%), compared with those from less developed regions (38.0%) and private schools (45.8%). Soft drinks were available for 33.9% of students. Students attending public schools in less developed regions had the lowest availability of soft drinks, regardless of law coverage (14.8%; 12.0%); while students attending private schools in these regions had a high availability, regardless of law coverage (82.1%; 73.4%). Restrictive laws were associated with lower sales of soft drinks in more developed regions, and restrictions had a greater association with the availability of soft drinks in public schools (PR = 0.25; 95%CI = 0.15-0.41), compared with private schools (PR = 0.48; 95%CI = 0.35-0.66). CONCLUSION Laws restricting soft drinks in schools were associated with fewer sales in more developed regions. Private schools were less compliant with the law than public schools. A broadly enforced national law could reduce the availability of soft drinks in schools.

Monitoring smoke-free laws in restaurants and educational institutions in Chennai, India.

Background. Smoking tobacco affects the health of smokers as well as non-smokers who are exposed to secondhand smoke. The Government of India enacted the Cigarettes and Other Tobacco Products Act in 2003, which included a ban on smoking in public places and on sale of tobacco around educational institutions. We assessed the extent of compliance with these laws in restaurants and educational institutions in Chennai, Tamil Nadu, India. Methods. We conducted a cross-sectional survey using an observation checklist in restaurants and educational institutions in Chennai. We used cluster sampling for restaurants and random sampling for schools and colleges. We collected data regarding the signage displaying prohibition of smoking as per the law and sale of tobacco products around educational institutions. We estimated the proportions for various indicators. Results. Among the 400 restaurants surveyed, 371 (92.8%) did not have any signage displaying prohibition of smoking and of the 29 restaurants with signage, only 4 were as per the specifications. There were 62 (15.5%) smoking events in restaurants at the time of visit for survey. Among the 287 schools surveyed, only 8 (2.8%) had the signage displaying prohibition of smoking and 2 (0.7%) had the signage for ban on sale of tobacco products. Of the 54 colleges surveyed, 8 (14.8%) had the signage displaying prohibition of smoking and 7 (13%) had the signage for ban on sale of tobacco products. Conclusion. There was low compliance of smoke-free laws in restaurants and educational institutions in Chennai. We recommend a robust monitoring mechanism to ensure the enforcement of smoke-free laws in public places.

Diagnóstico de situación sobre el conocimiento y aplicación de la ley 26.150 Programa Nacional de Educación Sexual Integral: estudio de caso: escuelas primarias y secundarias de las Parejas Departamento Belgrano, Provincia de Santa Fé durante el segundo semestre de 2009 / Diagnosis about the knowledge and application of law 26, 150

En el año 2006 fue sancionada la Ley Federal de Educación Sexual en las Escuelas “Programa Nacional de Educación Sexual Integral” (ESI) Ley 26.150 y promulgada el23 de octubre del mismo año. Se estableció un plazo de entre 180 días a 4 años para el cumplimiento de dicha ley. A través de este trabajo se pretende encaminar una investigación de tipo diagnóstico sobre el estado del conocimiento y medidas pragmáticas puestas en acción desde los docentes para con la implementación de dicha ley, específicamente para escuelas primarias y secundarias de Las Parejas, Departamento Belgrano de la Provincia de Santa Fe en el segundo semestre de 2009 mediante el recurso de encuestas y observación de clases. Uno de los objetivos de esta tesis es estimular a la comunidad educativa a cumplir lo que norma la Ley 26.150 y contribuir a la construcción de un marco que facilite el abordaje de la ESI y generar un cambio de conciencia sobre que la educación sexual temprana, no despierta prematuramente un comportamiento sexual indeseado, sino que acompaña una maduración paulatina alejando conductas compulsivas. La ES es más que nunca el principal recurso de PREVENCION PRIMARIA DE SALUD SEXUAL Y REPRODUCTIVA, también social y mental, con lo que se armoniza la vida de las personas en la convivencia sin violencia, ni abusos, ni discriminaciòn por elecciòn sexual, ni embarazos indeseados, bajando los índices de aborto provocados, la expansión de la pandemia del HIV-sida y otras ETS, la estabilidad familiar y conyugal, el abatimiento de los casos de disfunciones sexuales, de parafilias que entorpecen, empobrecen y atentan contra la salud sexual...

In 2006 was enacted the Federal Law on Sex Education in Schools "NationalProgramme of Comprehensive Sex Education" (ESI) 26 150 Law and promulgated on October 23 of that year. It set a deadline of 180 days to 4 years to comply with the law. Through this work is to direct an investigation of type diagnosis on the state of knowledge and pragmatic measures put into action from teachers for the implementation of the Act, specifically for elementary and secondary Las Parejas, Belgrano Department of the Province of Santa Fe in the second half of 2009. One objective of this thesis is to encourage the educational community to fulfill whatthe Law 26 150 standard and contribute to building a framework to facilitate theboarding of the ESI and generate a change of awareness that sexual education does not wake up early unwanted early sexual behavior, but accompanied by a gradual maturation away compulsive behaviors. The ES is more than ever the main source of PRIMARY PREVENTION OF SEXUAL ANDREPRODUCTIVE HEALTH, social and mental well, thus harmonizing the life of people living together without violence or abuse, or discrimination on sexual choices, or pregnancy unwanted, lowering rates of abortion, the spread of the pandemic of HIV AIDS and other STDs, family and marital stability, abatement of cases of sexualdysfunctions, of paraphilias that hinder, and harm poorer sexual health.Therefore, it is necessary to rethink the institutionalized, a fact justified only from the high incidence of problems associated with lack of sexual education, to support the generation of institutionalized school practices (not related to spontaneity and voluntarism) that enable the full exercise rights of students in the sense of progress forgreater autonomy in decisions about their sexuality.