Alimentos que recuperan: Changes in perceptions of food and food security among a group of solid waste pickers in Medellín, Colombia, following participation in a nutrition education program
DOI:
https://doi.org/10.15517/s3v0hm57Keywords:
Public Health, Prevention, Solid waste, Health communication, Nutritional educationAbstract
Introduction: The production of solid waste has increased significantly worldwide, and Colombia is no exception. In this context, solid waste pickers have been identified as crucial actors; however, they are at high risk of food and nutrition insecurity due to unstable income and limited knowledge of healthy eating habits. Methodology: A quasi-experimental study was conducted using a single-group pretest-posttest design among 43 waste pickers from three associations in Medellín, Colombia, of whom 37 completed the pre- and post-intervention assessments. The program, structured in four phases, incorporated participatory educational strategies (games, group discussions, sensory activities, and simulations) over a two-month period. Sociodemographic characteristics, food security (ELCSA), and perceptions of healthy eating were assessed before and after the intervention using paired-sample analysis (McNemar’s test—p-value < 0.05). Results: The study population had an average age of 48.6 ± 14.6 years; 86.0% belonged to low socioeconomic strata. Statistically significant changes were identified in the perception of the cost of healthy eating (p = 0.035) and in self-perceived dietary habits (p = 0.008), but not in levels of food security (p > 0.05). In addition, 81.0% of participants reported changes in cooking methods and 84.0% reported changes in food consumption. Conclusions: The educational intervention, based on participatory pedagogy, proved effective in improving dietary perceptions and practices among waste pickers in vulnerable contexts, although it did not significantly alter household food security, given its multifactorial nature. The study provides evidence on adult teaching-learning processes in non-formal education settings, a field that has received little attention, and underscores the need to align educational strategies with structural policies that address the socioeconomic conditions of this population.
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