Based on ethnographic fieldwork conducted during recess and lunch in a primary school sited in a deprived Palermitan neighbourhood, this paper sheds light on the (dis)functioning of food pedagogies in a school on the fringes of society. During recess, teachers use food rules to highlight transgressions, but not to improve food literacy. Likewise, their efforts during lunchtime are devoted solely to keeping children under control, while trying to get to the end of lunch as soon as possible. Ultimately, both eating occasions are seldom opportunities for food education, as teachers’ primary focus is on preventing or halting children’s restlessness and skirmishes. I conclude by outlining some limitations and strengths of the ethnography while reflecting on the findings vis-à-vis previous fieldwork I conducted in less challenging contexts.

基于在一个贫困的帕勒米坦居民区的一所小学里的午餐和午餐期间进行的人种志田野调查，本文揭示了在一所处于社会边缘的学校中食品教学法的（失效）功能。在休假期间，教师使用食物规则突出过犯，但没有提高食物素养。同样，他们在午餐时间的努力完全是为了控制孩子，同时力争尽快结束午餐。归根结底，这两种进餐场合都很少有进行食品教育的机会，因为教师的主要重点是防止或制止儿童的躁动和小冲突。最后，我概述了民族志的一些局限和长处，而在调查结果反映了面对面的人 我之前在较少挑战的环境中进行的野外工作。