Candidate:
Adriana Aguiar Aparício Fogel
Date, Time and Location:
October 20 2025, 14:30, Sala de Atos da Faculdade de Engenharia da Universidade do Porto
President of the Jury:
António Fernando Vasconcelos Cunha Castro Coelho (PhD), Associate Professor with Habilitation, Faculdade de Engenharia da Universidade do Porto.
Members:
Joana Alves Dias Martins de Sousa Ferreira (PhD), Assistant Professor, Faculdade de Medicina da Faculdade de Lisboa;
Ivone Marília Carinhas Ferreira (PhD), Assistant Professor, Department of Communication Sciences, Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa;
Sara de Jesus Gomes Pereira (PhD), Associate Professor, Department of Communication Sciences, Instituto de Ciências Sociais da Universidade do Minho;
Ana Filipa Pereira Oliveira (PhD), Assistant Professor, Faculdade de Comunicação, Arquitetura, Artes e Tecnologias da Informação da Universidade Lusófona;
José Manuel Pereira Azevedo (PhD), Full Professor, Department of Communication and Information Sciences, Faculdade de Letras da Universidade do Porto (Supervisor);
Ricardo José Pinheiro Fernandes Morais (PhD), Assistant Professor, Department of Communication and Information Sciences, Faculdade de Letras da Universidade do Porto.
Abstract:
The current complex and saturated media environment has given rise to an “infodemic” — an excess of information, both accurate and misleading, with potential impacts on the health of populations.
In the field of nutrition, the widespread dissemination of biased or incorrect content can contribute to unhealthy eating behaviors and may help explain the high global prevalence of obesity. Adolescents are particularly susceptible to this phenomenon because their self-regulation processes are not fully developed and because they are more influenced by external stimuli during this phase. This context reinforces the importance of promoting integrated food and media literacy among young people, providing them with tools that allow them to critically interpret, question, and consciously deal with the influences of food marketing and misinformation about nutrition. This study was developed in this context and had three main objectives: (i) to develop and implement a school-based intervention program using an intertwined perspective between media and food literacy issues; (ii) to evaluate the effectiveness of this intervention on the levels of media and food literacy of adolescents; (iii) to contribute to characterizing the media and food literacy levels of teenagers in Portuguese schools. The intervention consisted of ten 45-minute sessions, addressing eight dimensions of the food system — production, processing, distribution, planning and management, selection, preparation and cooking, intake, and disposal — through the lens of core media literacy competencies: access, analysis, evaluation, and creation. The contents included media materials that encouraged reflection and debate on the global food system. The program was implemented between October 2022 and May 2023 in four schools in northern Portugal — two were part of the intervention group and two were part of the control group. The final sample consisted of 202 students between the ages of 13 and 16 (M = 13.6; SD = 0.75). Data was collected through a questionnaire covering five main thematic areas: (a) exposure to food advertising, (b) satisfaction with body weight, (c) opinions, attitudes, and knowledge about media and food, (d) dietary practices, and (e) literacy related to food and media content. The questionnaire, constructed from pre-existing instruments, included open-ended and closed-ended questions and was administered to both groups before and after the sessions. In the intervention group, the creative projects developed in the classroom were also analyzed. Quantitative data were statistically evaluated, and qualitative data were subjected to a hybrid thematic analysis (inductive/deductive), followed by content analysis. After the initial qualitative analysis, a scoring system was developed that assigned numerical values to the responses. In line with the project objectives, healthy and sustainable choices, as well as critical evaluations and creations that encouraged participation, were valued. This scoring system included both closed-ended and task-based questions, allowing for a comprehensive and quantifiable assessment of the impact of the intervention on students’ food and media literacy, as well as their associated behaviors. The Likert section, consisting of 15 questions on attitudes, opinions, and knowledge, was scored from 0 to 4 per item, with a maximum possible score of 60 points. The food consumption section was converted to a weekly pattern and included a dietary adequacy index, with positive scores attributed to healthy behaviors (e.g. consumption of fruit and vegetables) and negative scores to unhealthy behaviors (e.g. consumption of fast food), with an initial score between -15 and 38, later transformed into a scale starting at 0, to facilitate interpretation. Finally, the section on food media literacy assessed the understanding of food labels (0 to 6 possible points, based on correct answers) and advertising literacy (score up to 14 points), including critical analysis of advertisements (one printed and one video) and an open-ended creative activity. The responses were analyzed based on their complexity, considering the ability to interpret marketing strategies and express ideas critically and creatively. The conversion of qualitative data into numerical scales allowed statistical comparisons between moments (pre vs. post) and groups (control vs. intervention; male vs. female). The results demonstrated that the intervention developed was feasible and effective. Significant improvements were observed in the students’ advertising literacy (1.5 vs. 1.9; p = 0.009) and in their ability to interpret food labels (2.0 vs. 2.2; p = 0.039). Among the girls in the intervention group, a significant improvement was observed in the total scores regarding opinions, attitudes, and knowledge about media and food (36.8 vs 38.1; p = 0.037). Concerning body satisfaction, significant differences between the girls in the intervention group and those in the control group at the preintervention moment became insignificant after the intervention (p = 0.015 vs. p = 0.402). The same occurred with the differences between the girls and boys in the intervention group, which were significant only before the program (p = 0.010 vs. p = 0.412). These data denote improvements in satisfaction with body image, particularly among the female participants, who reported a more balanced and healthy relationship with their bodies and eating habits after participating in the program. Regarding eating patterns, the male participants also showed improvements, but in specific habits, with an increase in the consumption of cereals and tubers standing out (6.2 vs. 8.2; p = 0.032). However, a persistent concern related to body weight was identified: 43.5% of the girls expressed a desire to change their weight, although only 28.3% considered themselves to be outside the weight they would consider normal. Among the boys, 76.1% declared themselves to be of normal weight, but 35.8% reported the desire to change their weight, even after taking part in the intervention. In addition, gaps in knowledge about the Mediterranean dietary pattern were found. Considering the entire sample, the students revealed difficulties in responding adequately to questions related to this topic, reporting only moderate levels of adherence to the aforementioned dietary pattern. In this aspect, they obtained a score of 30.6 (SD = 7.4), out of a maximum of 53. This is an important aspect in the characterization of adolescents, as the Mediterranean diet is the basis of Portugal’s national dietary guide, known as the Food Wheel. The adolescents also reported habitual exposure to advertisements for foods rich in sugar, salt and fat, despite the existing regulatory measures. Only 6.7% stated that they had not seen advertising for these products in the 30 days prior to the survey. In conclusion, this thesis proposes an innovative framework that integrates food and media literacy. Supported by empirical evidence, it includes a well-organized lesson plan and detailed assessment tools, constituting a practical resource for educators in general. The support resources used in the sessions are potentially adaptable to different educational and geographical contexts. The results contribute to the growing body of evidence supporting comprehensive educational interventions and reinforce the importance of integrating food and media literacy into school curricula as a strategy to promote critical thinking and informed food choices. Finally, the data suggest that a collaborative effort is essential to prepare adolescents to navigate an increasingly complex food environment, promoting healthier and more conscious choices. In this sense, collaboration between political decision-makers, education professionals, and stakeholders from the sectors involved (advertisers, advertising agencies, media outlets, social media platforms) is essential. The actions taken today have a substantial impact on the health and well-being of this and future generations.
Keywords: media literacy; food literacy; digital media; school-based intervention; adolescents.



