Health promotion policies acknowledge the school as a privileged framework space for enabling independent thinking and aiding in adopting healthy habits. This study analyzes the perception and actions on promoting healthy eating performed by actors of the school community. It is a descriptive exploratory study with a qualitative approach using focal groups involving principals, coordinators, teachers, food manipulators and school council representatives from six elementary level schools of a Brazilian capital city. The predominance of a biologicist understanding of healthy eating and an assistentialist comprehension of school feeding programs has been found through thematic content analysis. Healthy eating promotion in school is restricted to content-specific approach by teachers and by menu changes in the school menu, aimed at increasing students' acceptance. Changes are suggested in the training of these actors, as to stimulate a more active role in promoting healthy eating at school. It is up to the school to raise discussions about a collective construction of its pedagogical project so to include this topic transversally in the curriculum.
school feeding; food and nutrition education; health promotion; qualitative research