| |
1.1..Socio-environmental impacts |
Think about the political context of food, especially about where it comes from and where the garbage that it produces goes, and also about its environmental impact.
|
| |
1.2..Economic and labor issues |
Critically thinking about where our food comes from, the [...] industries and big food corporations, and their role in society, their marketing, as well as non-compliance with laws and the vision of the profit above all.
|
| |
1.3..Concerns with food origin |
Observe the origin of the food, [...] paying more attention to the ingredients, quality and origin [...] concerned with looking at labels.
|
| |
1.4..Valuing healthier and more sustainable food circuits |
Consuming products from local producers[...] I started to choose a farmers market in the neighborhood where the campus is located [...] and buy at an organic market instead of going to the supermarket to buy fresh products.
|
| |
1.5..Reflection on food choices |
I think the main change was how I started to see food [...] I reflected a lot on the relationship between human beings and food [...] and I started to eat more consciously.
|
| 2. Consumption of food and meals |
| |
2.1..Repertoire of foods and/or recipes |
I have been trying new things, new foods, out of the conventional, [...] and new ideas for recipes.
|
| |
2.2..Cooking |
Giving more value to the act of cooking [...] and preparing more my own foods and dishes.
|
| |
2.3..Commensality |
I stopped having lunch while studying or doing other things, and I started to prioritize time to have lunch with people I like, not books anymore.
|
| |
2.4..Meal planning |
I started to better organize my eating time [...] and to choose a healthier meal, with better nutritional quality.
|
| |
2.5..Consumption of natural and/or minimally processed foods |
Choosing more natural foods like those at the open market, and trying to avoid industrialized foods. These were things that I already had in mind, and that the course reinforced, so that I wanted to put them into practice [...] more salads and fruits, taking my favorites to eat at university or at work.
|
| |
2.6..Consumption of ultra-processed foods |
Paying more attention to processed foods [...] decreasing the consumption of snacks and delivered ready-to-eat and fast foods [...] I stopped eating so many junky food, especially at the weekends [...] I stopped eating “noodles” and sausages [laughs] and I’m much more intolerant to industrialized products and “fast food”!
|
| Faced barriers |
n=55 |
67.1% |
|
|
|
| 3. Environmental barrier |
| |
3.1..Information |
Unfortunately, there is still a lack of information about suppliers and food companies in order to make my choices in a more ethical and political way.
|
| |
3.2..Physical and geographic access |
Difficulty in finding traditional markets, and lack of alternative and organic vendors.
|
| |
3.3..Financial access |
Financial, especially about organic foods that are so expensive.
|
| 4. Personal barrier |
| |
4.1..Lack of money |
Money to buy more vegetables.
|
| |
4.2..Lack of time |
The rush of everyday life is the most complicated barrier. During the semester it is difficult [...] I am focused on things like studying and there is no time to eat better.
|
| |
4.3..Lack of motivation |
I lack determination to reduce the junk food. [laughter].
|
| |
4.4..Cooking skills |
Lack of knowledge and ability to prepare food.
|
| |
4.5..Diseases |
Binge eating.
|
| |
4.6. Psychological aspects |
It is something psychological that I still need to work on.
|
| |
4.5. Sensory and hedonic aspects |
I love to eat tasty foods that are not healthy.
|
| 5. Interpersonal barrier |
| |
5.1. Family and friends |
My family doesn’t eat very well, so anything new and healthier that I bring is not so well received.
|
| |
5.2. Lack of company |
Cooking alone is more boring; it is more difficult to have a more varied meal. |
| Faced facilitators |
n=49 |
59.1% |
|
| 6.Course as a facilitator |
| |
6.1. Contents and/or interaction |
The course’s educational materials, the complementary resources, and the discussion with friends and teachers were the main facilitators for this new critical way to look in relation to food.
|
| 7. Environmental facilitator |
| |
7.1. Information |
Lots of information available on the internet about food and recipes.
|
| |
7.2. Physical access |
The presence of small farmers and bulk food stores close to the university campus.
|
| 8. Personal facilitator |
| |
8.1. Motivation |
I started preparing lunchboxes at the weekend, so when I didn’t have access to the university restaurant, I didn’t choose junk food.
|
| |
8.2. Knowledge and skills |
Culinary skills [...] and closeness to topics related to food.
|
| 9. Interpersonal facilitator |
| |
9.1. Family |
My mom, I talked to her and she decided to helped me out with some recipes, even sending me healthier foods sometimes.
|
| |
9.12. Members of república/friends |
My fellows from repúblicas also adhered to the idea.
|
