logistics

Article
Management Food Waste in Municipality Schools: An Analysis
from a Circular Economy Perspective
Simone Sehnem 1,2 , Lucia Godoi 2 , Flavio Simioni 3 , Cristina Martins 2 , Sandro Vieira Soares 2 , José Baltazar
Salgueirinho Osório de Andrade Guerra 2 and Tais Provensi 1, *

1 Postgraduate Program in Management, University of West Santa Catarina (UNOESC),

Chapecó 89813-000, Brazil
2 Postgraduate Program in Management, University of South Santa Catarina (UNISUL),
Florianópolis 88010-010, Brazil
3 Postgraduate Program in Environmental Sciences, Santa Catarina State University (UDESC),
Lages 88520-000, Brazil
* Correspondence: [email protected]

Abstract: Background: Food waste is a situation that triggers certain controversy, considering that there
is still a significant number of people who do not have access to healthy and nutritious food every
day. The management of food leftovers from school lunches depends on the creation of measurement
mechanisms. Thus, current characteristics of schools should be identified in order to mitigate and
better manage these leftovers. This study addresses this gap, that is, it seeks to understand how food
waste management is carried out in schools from a circular economy perspective. Methods: Focusing
on the management of school lunches in municipal schools, this study aims to build an inductive
interpretive theory in order to understand how schools promote food waste management. Results:
Loss estimates and their monetization were identified and explained, and alternatives for waste
recovery using the ReSOLVE framework were proposed. Conclusions: Therefore, it was assumed that
the perspective of circularity is a possible and viable way to manage food waste in school lunches.
Citation: Sehnem, S.; Godoi, L.; Stakeholder engagement and awareness raising become necessary premises for success in the food
Simioni, F.; Martins, C.; Soares, S.V.;
circularity journey.
de Andrade Guerra, J.B.S.O.;
Provensi, T. Management Food Waste
Keywords: sustainability; circular economy; food waste management
in Municipality Schools: An Analysis
from a Circular Economy Perspective.
Logistics 2023, 7, 20. https://doi.org/
10.3390/logistics7020020
1. Introduction
Academic Editors: Patricia Guarnieri,
Producing food demands consumption of natural resources on an exponential scale [1].
Márcio Cardoso Machado,
Such production yields healthy food, recognized as nutritious and capable of satisfying the
Andrew Finger, Juliana Bonomi
hunger of the most diverse species. However, between producing and consuming food,
Santos and Robert Handfield
there is a gigantic scale of losses. Even consumption, in which there is desire to have more
Received: 15 February 2023 food than the individual is actually willing to eat, contributes to having leftovers, which
Revised: 19 March 2023 are usually thrown away [2]. As such, waste reduction is elementary [3].
Accepted: 28 March 2023 In school lunches, there is another aggravating factor, as many schools opt for the
Published: 31 March 2023 “cooked meal”, that is, the meal served. Thus, the child does not have the right to choose
the types of food they consume, nor the quantities. This fact has a brutal impact on the
increase in food waste. However, in order to understand and manage this waste of food, it
Copyright: © 2023 by the authors.
is essential to focus on measuring it. Measuring, weighing, monetizing school food loss is
Licensee MDPI, Basel, Switzerland.
not a common practice in emerging countries, but it is an important and necessary way
This article is an open access article to internalize new guidelines for the management of leftovers and waste. This is a way of
distributed under the terms and contributing to the reduction in waste at the source [4].
conditions of the Creative Commons Food waste and leftovers represent significant sums for the Brazilian economy [1].
Attribution (CC BY) license (https:// Waste refers to the end of the food chain [5], that is, retail and consumption, and leftovers
creativecommons.org/licenses/by/ refer to food that is prepared in excess, served and not consumed. According to the special
4.0/). report released by [6] (p. 1), food waste consists of “any product or part of a product

Logistics 2023, 7, 20. https://doi.org/10.3390/logistics7020020 https://www.mdpi.com/journal/logistics

Logistics 2023, 7, 20 2 of 25

grown, fished or processed for human consumption that could have been consumed if it
had been treated or stored differently”. Although there is no unanimous definition on the
subject, it can be inferred from the various concepts established that food is produced to be
consumed; if this objective is not achieved, the factors causing interruption of the purpose
are considered food waste.
According to information released by [7] (p. 1), “between a quarter and a third of the
food produced annually for human consumption is wasted, which would be enough to
feed two billion people”. Therefore, it is not possible to admit that food in conditions of
consumption ends up going to waste. Waste is related to consumption, which is the focus
of this work. Waste can be observed in the following situations: leftovers left on the plate;
product processed but not distributed; spoiled food; and waste during storage [8].
The following items can be added to the list of factors that cause waste: poor plan-
ning of the forecast of demand for meals; food preferences; qualification and training of
employees; absence of quality indicators; purchases made without criteria; and climate [9].
There are three predominant waste factors: the correction factor; surplus; and leftovers.
The correction factor corresponds to weight loss in relation to the initial weight due to the
removal of inedible parts at the time of food preparation. Surpluses are food produced but
not distributed. Leftovers refer to food distributed but not consumed [10]. Waste control is
a key factor in detecting practices that increase waste; as such, it is necessary to correctly
plan the number of meals per day apply goals so that the entire team is committed to
controlling leftovers, training the team and making the dish presentable [11].
Raising awareness on the topic has national and international repercussions, resulting
in several initiatives. One of these is Save Food, a program that was born from the National
Committee for the Reduction of Food Loss and Waste and has the support of the national
representation of the United Nations Food and Agriculture Organization [12], organized
by the government, civil society, researchers and the private sector, whose mission is
to encourage the creation of policies and strategies and organize global communication
campaigns [13]. In order to achieve the objective of generating actions to reduce food waste,
it is necessary to identify the quantities of waste produced [14]. It is important to quantify
wasted food and correlate it with the factors that induce consumers to waste food [15].
The three main pillars of food service are as follows: (a) the environment, which
involves all aspects related to the perception of the place; (b) service, which must show
efficiency, organization and be appropriate to the restaurant’s concept; and (c) menu, which
must meet the expectations of the target audience [10].
Without monitoring mechanisms, there is no reliability or credibility in the quality of
the service. As such, it is necessary to provide the following information: leftover intake;
dirty leftovers; and clean leftovers [12]. These concepts are related to waste in Food and
Nutrition Units [16]. The definition of dirty leftovers is “the food that is left in the vats of
the distribution counter after the end of the meals and that should not be reused”, whereas
the definition of clean leftovers is “food that was prepared, but not distributed, and must
be kept under refrigeration with time/temperature monitoring” [16] (p. 2040).
To introduce efficient alternatives for managing food waste, the circular economy
offers a set of business models, such as 10Rs, the ReSOLVE framework and circular inputs
for optimization and efficiency in food use. Studies that point out the role of the circular
economy in generating alternatives for resource recovery and reintroduction into new
production cycles has been performed, with emphasis alludes to the valorization of food
processing with adherence to the assumptions of the circular economy [17], description
food waste recovery alternatives and their economic and environmental implications [18],
and recovery of food waste from a circular economy perspective [5].
Considering this context, this study aims to answer the following research question:
How can food waste be managed in schools from the circular economy perspective? This
question raises the following research objective: To analyze how food waste management
is carried out in schools from the circular economy perspective.
Logistics 2023, 7, 20 3 of 25

This study is justified and supported by some indicators that inform that families waste,
on average, 353 g of food per day or 128.8 kg per year [19], which signals environmental
irresponsibility [20]. Waste, in this sense, is equivalent to 114 g daily per capita, representing
annual waste of 41.6 kg per person. These values only take into account waste resulting
from homemade food [19]. In schools, these indicators have not yet been mapped nor
measured. This shows an opportunity for a practical and applied contribution to the
school environment, to what can be called proactive corporate social responsibility [21],
specially creating indicators to manage the food waste reduction [22]. The dissemination of
information benefits the reduction and waste of food [23].
In addition to this introduction, the structure of this paper includes a section that deals
with methodological procedures. In the sequence, the research data are presented and
analyzed, followed by a discussion of the results. Finally, the final considerations of the
study are presented, followed by the references.

2. Materials and Methods

This study was carried out in municipal schools in Florianópolis, state of Santa Cata-
rina, Brazil. The municipal schools are located in five regions of the city: thirteen in the
north of the island; seven in the eastern region; nine in the central region; one in the
continental region; and eight in the south of the island, totaling 38 municipal schools in
the city. The number of enrollments available only for elementary schools was 14,531, a
number estimated in the municipal education plan, which was released in November 2014
and is no longer updated on the municipal government website [24].
The justification for choosing these units of analysis was associated with ease of access
and because they represent the desired profile for this research, namely public municipal
elementary education institutions. They offer early childhood, high school and youth and
adult education. Of the 38 schools mapped, 17 school unit directors agreed to participate in
the research, as shown in Table 1.

Table 1. Individuals approached in the research.

Individuals Approached No.

Principals of school units invited to participate in the research 38
School unit directors who agreed to participate in the research
17
(semi-structured interviews)
Lunch workers from each school invited to participate in the
38
survey (questionnaire)
Lunch workers who agreed to participate in the research
7
(questionnaire)
Nutritionist responsible for 12 educational units agreed to
1
participate (semi-structured interview)
Direct advisor to the person responsible for school meals in the
1
municipality that agreed to participate (interview)

Subjects occupying different positions were chosen to provide a set of data that could
fully support the research. It is understood that the experience of these professionals allows
them to provide relevant and strategic knowledge for understanding the dynamics of man-
aging school lunches, their leftovers and waste. These agents who know the school reality
can be considered the key informants of the research as they hold strategic knowledge
about the units of analysis. In this way, it was possible to adopt the inductive interpretive
theory, which follows the premises of [25]. Through this route, it was possible to obtain
theoretical insights that narrow the interface between theory and organizational practices
of school units. A similar path has already been adopted in other studies, such as [26]
and [27]. To complement data collection, the respondents also took pictures, illustrating
through images the amount of food waste accumulated during preparation, during the
Logistics 2023, 7, 20 4 of 25

meal and after the meal. This information supported the monetization of food waste. This
methodological approach became suitable for the research problem proposed in this study,
given that previous scientific publications support alternatives for the recovery of food
waste. In addition, the locus of analysis, i.e., school units, is still little explored to subsidize
avenues of management of leftovers and food waste. Considering the relevance of food
waste management, schools are teaching and learning spaces and can be a particularly
revealing scenario of organizational behaviors and routines.
The premises of the inductive approach were adopted, starting from a broad scope
of research to understand the social phenomenon investigated, that is, to promote viable
alternatives for the management of food waste. Data were collected and analyzed, following
the interpretative path of [27]. Triangulation of data from different sources was also adopted
to increase the reliability of the research findings.
The steps followed to conduct the research consisted of:
(a) An extensive literature review to understand previous publications in the investigated
field that allowed the elaboration of a scientific publication [28].
(b) Documentary research to learn about technical, practical and instrumental aspects
associated with the phenomenon studied [29].
(c) Semi-structured interviews conducted for immersion into the investigated phenomenon
[29]. At this stage, we sought to obtain theoretical saturation, that is, the phenomenon
investigated was satisfactorily explained by the data obtained [30]. In this study, we
sought to obtain thematic saturation, according to the premises advocated by [31],
which occurs when a set of sufficiently rich and stable concepts are discovered. To
strengthen the research findings, a search was also carried out using diversified
sources, namely observation, application of a questionnaire and secondary data,
suggesting empirically diverse, significant and theoretically stable evidence.
Data collection took place from October 2021 to January 2022. The script of semi-
structured interview questions comprised aspects associated with the following:
(a) School profile;
(b) Types of food served in school lunches;
(c) Ways of accessing food;
(d) Types of leftovers and food waste;
(e) Existence of measurements of waste and leftovers;
(f) Moments in which waste and leftovers occur.
The questionnaire script included information alluding to the following topics:
(a) Type of meals served;
(b) Frequency of meals;
(c) Characteristics of meals;
(d) Amount of wasted food;
(e) Systematic management of food waste and leftovers.
The observation script sought to identify images that portrayed the profile of leftovers
and food waste in the preparation, meal and post-meal stages (overcooked). The secondary
data were focused on mapping financial indicators alluding to school lunches and were
collected directly from the Department of Education website and official documents made
available by the schools.
Table 2 presents the profile of the subjects interviewed.
Logistics 2023, 7, 20 5 of 25

Table 2. Individuals approached in the research.

Interview
Years of Interview
Codename Scholarity Position Transcript
Service Duration
Pages
E1 Postgraduate Director 4 years 32.03 7 pages
E2 Postgraduate Director 1 year 13.37 4 pages
E3 Postgraduate Director - 24.21 5 pages
4 years
E4 Postgraduate Director 16.20 3 pages
8 months
E5 Graduate Director 20 years 16.09 3 pages
E6 Postgraduate Director 15 years 18.31 3 pages
E7 Postgraduate Director - 10.40 2 pages
E8 Postgraduate Director 4 years 38.26 6 pages
E9 Postgraduate Director 10 years 22.12 4 pages
E10 Postgraduate Director 11 years 25.14 6 pages
E11 Postgraduate Director - 16.22 4 pages
E12 Postgraduate Director 16 years 18.15 4 pages
E13 Postgraduate Director 15 days 10.05 2 pages
E14 Graduate Director 5 years 16.59 3 pages
E15 Postgraduate Director 8 years 9.45 3 pages
E16 Postgraduate Director 5 years 21.19 4 pages
E17 Graduate Director 2 years 10.14 3 pages
E18 Graduate Nutritionist 3 years 16.43 3 pages
E19 Graduate DEPAE 3 years 23.05 3 pages
Total 6 h 28 pages

The interviews were transcribed in full. Although a basic interview script was fol-
lowed, the style of the interviews was flexible and open so that it was possible to maintain
and include topics relevant to specific subjects [25]. However, a range of key and basic ques-
tions was maintained so that they could contribute to a basic level of scope and consistency
of scientific investigation. In addition to triangulating data from different sources, several
steps were taken to ensure the quality and reliability of our research. Well-known criteria
of credibility, transferability, reliability and confirmability were adopted, namely [32]:
(a) Reliability criterion: focused on plausible findings and information extracted from
primary data, that is, original information from the research participants. Measures
were taken to ensure the correct interpretation of the participants’ original opinions,
such as close involvement with the research field, triangulation of data and methods,
emphasis on capturing data and worldviews of various professionals working in
the field, locus of analysis, consultation of secondary data and documents, and
primary data and interviews. The assumptions of [27] were adopted, along with the
sequential analysis of primary and secondary data so that a comparison of insights
in all data sources could be performed. Investigator triangulation was also used
during data coding, analysis and interpretation of the data, which was followed by
inter-pair debriefing. An Excel spreadsheet was used to ensure reliable data storage
and management.
(b) Transferability criterion: to identify the extent to which data can be transferred to other
contexts or settings with other respondents and still be considered informative and
pragmatically useful. Care was taken to write about the “what”, that is, the description
of the organization of interest and its choices, but also the “how” of the phenomenon,
Logistics 2023, 7, 20 6 of 25

that is, emphasis on multiple ways of doing things related to filling in gaps, such as
information about the repertoire of research insights that the researcher wants to fill
when consulting professionals, as well as different scenarios, contexts and specificities
of the object of analysis. The purpose of this was to obtain sufficient information
about the research context to make the data and elements discovered meaningful
to the research context and other organizational contexts, such as the investigated
phenomenon. This allows for the application of the readers’ own judgments about
transferability to contexts more familiar to the one described in this paper [33].
(c) Reliability and confirmability criteria: in this item, we sought to investigate how stable
the findings are, as well as to ensure to what extent the conclusions are based on the
data and not produced by the visions and imagination of the researchers. To meet this
purpose, all schools were invited. Only 17 agreed to participate in the study. With the
data in hand, intentional sampling was carried out (to control variation and ensure
the emergence of stable and saturated central themes). All interviews were conducted
face-to-face synchronously, using online tools such as Meet and Zoom. The transcripts
were kept in the informant’s own words and style. All respondents were given aliases.
The interviews were categorized into higher-order analysis categories and themes
to yield ongoing verification of interpretations. Topics that could be supported with
data from at least two informants and/or secondary data sources were included, as
recommended by [34]. Furthermore, reflective discussions were carried out among
the researchers to reach an agreement, that is, an alignment regarding the meaning of
data and themes. A final verification of the collected data and the management of the
data to conduct the analyses were necessary to attest to the reliability of the research.
Finally, food waste projections were made. As there is no weighing measurement in
schools, only approximate estimates, we adopted the assumptions of the studies by [1]
and [35] to project estimates of food waste in the schools surveyed. Other studies performed
the estimation of losses in previous studies, such as that conducted by the authors of [36],
who measured waste along the production and distribution chain [12]; who evaluated
waste in a university restaurant [37]; who addressed waste in a restaurant chain; [38], who
carried out the measurement in a teaching network; and [14], who addressed waste in a
municipality of Switzerland.

3. Results
Table 3 presents the profile of food waste in the schools surveyed. All schools surveyed
serve set meals, that is, the cook prepares the portion and types of food that are be served to
each child. Therefore, the child does not have the autonomy to serve themself, nor choose
the type of food and the amount they are willing to consume for lunch. In addition, all
schools serve school lunches in morning and afternoon shifts, thus two meals are served
per day. During the pandemic, school management sent snacks to students at their homes.
This service was offered in delivery format. Therefore, there was access to school lunches
during the pandemic in the form of a home office. As soon as it was possible to return
to classes, the traditional format of offering food to students in the schools surveyed was
maintained. Such data were included in the paper for clarification purposes.
Logistics 2023, 7, 20 7 of 25

Table 3. Profile of food waste in the schools surveyed.

Day/Week
Destination Waste in
Average on Which Relevant Separation
Codiname Focus * of Leftovers Preparation
Meals/Day Meals are Attributes + of Leftovers
** ++
Served
E1 644 5 H 1 Yes 5 NW
E2 562 5 F 1 No 5 NW
E3 523 5 H 1 No 5 NW
E4 506 5 F 1 No 5 G, V
E5 690 5 H 1 Yes 5 V, F
E6 108 5 H 1 Yes 5 NW
E7 649 5 H 1 No 5 G, F
+ T: tasty; H: healthy; and F: Fresh. * I have enough food in the educational unit to prepare = 1. I do not have much food
in the educational unit to prepare = 2. Food is easy to prepare = 3. The food meets students’ preferences = 4. ** Intended
for the Mesa Brasil Program = 1. Reuse next day = 2. Intended for animal feed from rural producers = 3. Donation to
employees and others = 4. Destination for landfill = 5. Reusable material destined for recycling = 6. Other options = 7.
++ G = greenery; V = vegetables; F = fruits; NW = I have no waste.

Table 3 shows that fresh and tasty food were some of the characteristics mentioned
by the respondents as being attributes of the food served during school meals. All schools
mentioned that they send their leftovers to landfills. This is important evidence that signals
that, for now, there is no policy regarding a better destination for food leftovers and waste;
the landfill is the only destination. It is important to remember that in Brazil, legislation
regarding food safety is strict and good manufacturing and food management practices
are demanded in all food sectors. However, there are also more efficient alternatives for
forwarding leftovers, such as the Mesa Brasil Program and donations to people in situations
of social vulnerability.
Table 4 presents the profile of food waste during food preparation, during the meal
and post-meal.

Table 4. Profile of food waste during preparation, during the meal and post-meal.

In the Preparation of
In the Meal * After-Meal (Leftovers in the Pan) *
Meals *
Items 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7
E1
E3
E5 E4
Green E6 E4 E7 E6 E4 E7 E3
E1 E5
E5
E7
E1
E2
E6 E5 E7 E3
Vegetables E6 E3
E3 E1 E5 E4
E4
E7
E4
E1
E5 E5 E4
Fruits E6 E7 E2 E3
E1 E6 E5
E3
E7
Logistics 2023, 7, 20 8 of 25

Table 4. Cont.

In the Preparation of
In the Meal * After-Meal (Leftovers in the Pan) *
Meals *
Items 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7
E4
E6 E3
E7 E5 E1
Meat E5 E4
E1 E6 E3
E4 E5
E7
E1
Carbohydrates
E6 E4 E3 E4
(rice, potato, E7 E6 E7 E5 E6
E5 E1 E4 E7
cassava, etc.)
E5
E1
E7 E3
Bones E5 E2 E1 E3 E2 E3 E1
E6 E6
E7
E1
E6 E7 E3
Shells E5 E1 E3 E7 E5 E2 E4 E2 E3 E1
E4 E2 E4
E6
E1
E3
E6
Seeds E5 E7 E1 E3 E4 E5 E2 E4 E3 E1
E4
E6
E7
E7 E1
E6 E3
Beverages (juice,
E5 E4 E3 E4
soda,)
E4 E6
E1 E7
Others
* Leftovers on the plate, on average, per day by the person who has lunch at the educational unit; the serving
spoon portion is equal to 50 g. 1 = There is no waste 2 = Less than one dish per day. 3 = 1 to 5 medium dishes per
day. 4 = 6 to 10 medium dishes per day. 5 = 11 to 15 medium dishes per day. 6 = 16 to 20 average dishes per day.
7 = More than 21 average dishes per day.

Table 4 clarifies that most cooks do not understand that all unused leftovers, such as
stalks, leaves, bark and seeds that are not used for meals, are a type of food waste. It is
possible to make this statement based on the information presented in Table 4, in addition
to the fact that of the seven questionnaires completed, the cooks claimed in in four of them
that there is no waste during preparation. Participants E1 and E3 did not fill out the part
of the questionnaire that mentioned waste in food preparation, evidencing their lack of
clarity about the process they perform when preparing school meals. Another possible
explanation for this is that the respondent felt insecure answering the questionnaire, even
though data confidentiality was ensured.
The perception of this lack of awareness on the part of the cooks corroborates the
findings in [11,39], when stating that food waste can occur through the practice of discarding
food suitable for human consumption or through consumer negligence, thus influencing
food insecurity and consuming scarce financial and natural resources. This highlights an
important gap that can be filled with training for cooks, creative nutritionists, differentiated
and nutritious recipes and awakening in the children of the world regarding the possibilities
that food provides for a nutritious and healthy diet.
When it comes to waste during meals, Table 4 shows that similar evidence about food
waste was mapped at the time of preparation. In this item, however, there were cooks who
did not fill in all the fields of the questionnaire, such as, for example, E2. Another piece of
Logistics 2023, 7, 20 9 of 25

evidence was the report by interviewee E6 when claiming that there is no waste during
meals, something that is practically impossible to happen. On the other hand, the activities
of E60 s school were completely remote by the time this research was carried out, which
may have caused such a response. This hypothesis can be identified by the pandemic
experienced in 2021 during the data collection period. According to [40], the generation
of waste depends on cultural factors, and cities play a crucial role in maintaining food,
ratifying, in this case, the issue of education and awareness of the most diverse social
classes.
After the meal, there was a greater emphasis on the waste of vegetables, fruits, meats
and carbohydrates. Table 5 summarizes the profile data and the total amount of food waste,
mapped in the schools surveyed.

Table 5. Food waste profile in school meals.

Amount of Amount of Monetary

Monthly Destination Common
Codename Food Waste in Food Waste in Representation of
Amount * of Leftovers Types of Waste
Preparation the Meal School Food Waste **
Considering an average
of 75 dishes, there is
Sanitary
daily waste in meals,
landfill; the It was never
valued at BRL 180.00.
school measured by
Two full This corresponds to
E1 BRL 4865.62 neighbor Salads the
buckets approximately 20 plates
takes the management
full of food wasted per
waste to feed report
day, stored in two full
animals
buckets for final
disposal.
It was never
Considering an average
measured by
On average, of 544 dishes, daily waste
E2 BRL 10,843.47 Landfill Salads the
50 g per student is equivalent to BRL
management
489.60.
report
It was never
measured by Considering an average
Composter, On average,
E3 BRL 7412.22 Fish (tuna) the of 315 dishes, daily waste
school garden 50 g per student
management equals BRL 283.50.
report
It was never
measured by Considering an average
Salads and On average,
E4 BRL 8406.52 Composter the of 506 dishes, daily waste
Porridge 50 g per student
management equals BRL 455.40.
report
It was
measured at
Considering an average
some point, but
Porridge and On average, of 644 dishes, daily waste
E5 BRL 9788.88 Landfill the data were
tuna 50 g per student is equivalent to BRL
lost in the
579.60.
management
report
Logistics 2023, 7, 20 10 of 25

Table 5. Cont.

Amount of Amount of Monetary

Monthly Destination Common
Codename Food Waste in Food Waste in Representation of
Amount * of Leftovers Types of Waste
Preparation the Meal School Food Waste **
It was never
Considering an average
measured by
On average, of 562 dishes, daily waste
E6 BRL 11,650.30 Composter Salad, tuna the
50 g per student is equivalent to BRL
management
505.80.
report
It was never
Considering an average
measured by
Fruits and On average, of 649 dishes, daily waste
E7 BRL 4672.80 Landfill the
vegetables 50 g per student is equivalent to BRL
management
584.10.
report
It was never
Considering an average
measured by
On average, of 819 dishes, daily waste
E8 BRL 16,351.98 Landfill Food in general the
50 g per student is equivalent to BRL
management
737.10.
report
It was never
Considering an average
measured by
On average, of 523 dishes, daily waste
E9 BRL 7996.00 Landfill Food in general the
50 g per student is equivalent to BRL
management
470.70.
report
It was never
Considering an average
measured by
On average, of 644 dishes, daily waste
E10 BRL 7687.48 Landfill Bread the
50 g per student is equivalent to BRL
management
579.60.
report
It was never
Considering an average
measured by
On average, of 421 dishes, daily waste
E11 BRL 11,520.39 Landfill Food in general the
50 g per student is equivalent to BRL
management
378.90.
report
They were
already been
Considering an average
measured; there
Fruits and On average, of 690 dishes, daily waste
E12 BRL 12,834.10 Landfill are no data as
vegetables 50 g per student is equivalent to BRL
reports only
621.00.
focused on
reducing waste
They have
already been
Considering an average
measured; there
Vegetables and On average, of 444 dishes, daily waste
E13 BRL 7153.00 Composter are no data as
greenery 50 g per student is equivalent to BRL
reports only
399.60.
focused on
reducing waste
It was never
Considering an average
measured
On average, of 108 dishes, daily waste
E14 BRL 6423.85 Landfill Fruits according to the
50 g per student is equivalent to BRL
director’s
97.20.
report
Logistics 2023, 7, 20 11 of 25

Table 5. Cont.

Amount of Amount of Monetary

Monthly Destination Common
Codename Food Waste in Food Waste in Representation of
Amount * of Leftovers Types of Waste
Preparation the Meal School Food Waste **
It was never
Considering an average
measured
Vegetables and On average, of 649 dishes, daily waste
E15 BRL 5607.36 Landfill according to the
salads 50 g per student is equivalent to BRL
director’s
584.10.
report
It was never
Considering an average
measured
On average, of 649 dishes, daily waste
E16 BRL 5607.36 Landfill Salads according to the
50 g per student is equivalent to BRL
director’s
584.10.
report
It was never
Considering an average
measured,
On average, of 382 dishes, daily waste
E17 9731.98 Landfill Food in general according to the
50 g per student is equivalent to BRL
director’s
343.40.
report
* Values informed by the Municipal Education Department. This value corresponds to the total amount passed
on monthly by the city government to pay for school meals. ** Values informed by the Municipal Education
Department. The simulation considers the estimate of an average of 20 days of class, with an average price of BRL
9.00 per meal. Daily waste of meals is valued at BRL 1.80 per student. This number is justified based on 50 g of
waste per student, considering that 50% of students waste.

We present here the details of the steps followed to conduct the monetization of school
lunch waste:
- completing a form where respondents indicated the type of food wasted and the
amount (in portions).
- estimation of the amount wasted before, during and after the meal.
- knowing the amount in grams, the price of a popular meal was used to estimate costs.
- referring to partial monetization, which refers to partially consuming lunch, that is,
eating two items and leaving one on the plate, for example.
The data in Table 5 clearly show that most of the food wasted goes to sanitary landfills,
and that these inputs are not reused. This practice confirms the findings of [41], pointing
out that food waste is the biggest contributor to landfills, which, in turn, generate methane,
a powerful greenhouse gas that directly affects the environment.
Foods that are wasted most often are fruits and vegetables, and there are also reports
of non-preference for tuna and porridge. In the perception of the principals, rejection of
these foods may be related to eating habits that students have at home. Thus, as they
are not used to consuming these types of food, they end up rejecting them in the school
environment.
Regarding the measurement of food during preparation, participants E5, E12 and E13
mentioned that they have weighed food waste; however, they do not do this anymore
and do not have any formalized data; rather, they emphasize that it was a measure that
gave results at the time, that is, waste was mitigated with the practice of weighing. As for
food waste, when referring to what was left on students’ plates, the reports confirm that
this occurs, but there is no accurate measurement. Therefore, an average was established
for this calculation, using 50 g per plate, which is equivalent to a serving spoon for each
student. In this way, it was possible to estimate food waste in each school.
What drew the most attention in the analysis was the fact that the directors spoke the
truth about the real situation, as evidenced in the speech of interviewee E1, who explained
that two buckets full of food go to waste every day, demonstrating his indignation with
such a situation. On the other hand, interviewee E4 said he does not really pay attention
to the food waste process, showing indifference to the situation. On the other, some other
Logistics 2023, 7, 20 12 of 25

directors were interested in having in school projects that contribute to the preservation of
the environment and projects developed with the aim of reducing any type of waste.
As for the monetary estimate, the values are expressive, even though they do not
seem like much when measured individually. However, considering the values altogether,
the situation becomes more evident and aggravating, requiring urgent changes. The
daily amount, based on 50 g of waste on the plate, i.e., equivalent to a tablespoon, and
considering that 50% of students waste food, reaches the value of BRL 7876.70 per day,
without considering the waste in the kitchen. That is, in one year, this value can reach BRL
157,534.00. If the value is compared with the financial transfer that is made annually to the
educational units, it can be estimated that 39.9% of the amount invested is wasted.
The data evidenced in this analysis corroborate the speech of [18], in which it is stated
that about a third of food is wasted globally, requiring significant resources for treatment
and disposal. It is reinforced that, in this case, there is a waste of valuable resources,
because food is an asset that could end hunger but is sent to landfills instead. There was an
average estimated waste of 50 g of food during preparation (E1, E2, E3, E5 and E6) and from
101 to 150 g by E4 and E7. The types of food that are most often wasted are greeneries, fruits,
vegetables, meat and carbohydrates. In meals, emphasis was given to waste of up to 50 g
per meal served in schools reported by E1, E3, E4, E5, E6 and E7, as well as to waste ranging
from 51 to 100 g per dish served at the school of E2. Greeneries, fruits, vegetables, meat and
carbohydrates are also wasted. After the meal, waste of up to 50 g was highlighted by the
schools of E1, E5, E6 and E7. Respondent E3 mentioned that waste is estimated between
51 and 100 g per dish served. E2 reported that waste ranges from 101 to 150 g of per meal
served. Juice was reported to be wasted by E4, E5, E6 and E7, while E1, E2 and E3 signaled
that they have no such waste. Only cook E5 indicated that she did not waste any fruit or
meat. Even though this seems like small amounts, added to the number of students who
receive meals, waste becomes quite significant. Table 6 presents the monetization of food
waste and leftovers in the surveyed municipal schools.

Table 6. Monetization of leftovers and waste meals during preparation, during the meal and post-
metal.

Estimation of Waste and Leftovers in Preparation

Estimation Estimated
Estimated Estimated Estimation Estimation BRL of
of Total Surplus per
Codename Fruit Vegetable of Vegetable of Carb Waste per
Leftovers in Month in
Leftovers * Surplus * Leftover * Leftover * Day
kg BRL *****
Around 1 Around 1 Around 1 Around 1
plate ** plate ** plate ** plate **
E1, E2, E3, E4 12,250
BRL BRL BRL BRL BRL 63.00 BRL 1260.00
E5, E6, E7 kg/day
2.25/day 2.25/day 2.25/day 2.25/day
500 g/day 500 g/day 500 g/day 500 g/day
Around 1 Around 1 Around 1
E8, E9, E10, Around 1
plate ** plate ** plate **
E11 E12, E13, plate ** BRL 17,500
BRL BRL BRL BRL 90.00 BRL 1800.00
E14, E15, E16, 2.25/day kg/day
2.25/day 2.25/day 2.25/day
E17 500 g/day
500 g/day 500 g/day 500 g/day
Estimation of waste and leftovers in the meal (leftovers on the plate)
Around 7 Around 8
Around 1 Around 4
dishes *** dishes ***
E1, E2, E3, E4 plate *** dishes *** 47,250
BRL BRL BRL 315.00 BRL 6300.00
E5, E6, E7 BRL 2.25 BRL 9.00 kg/day
15.75/day 18.00/day
250 g/day 1 kg/day
3.5 kg/day 2.0 kg/day
Logistics 2023, 7, 20 13 of 25

Table 6. Cont.

Estimation of Waste and Leftovers in Preparation

Estimation Estimated
Estimated Estimated Estimation Estimation BRL of
of Total Surplus per
Codename Fruit Vegetable of Vegetable of Carb Waste per
Leftovers in Month in
Leftovers * Surplus * Leftover * Leftover * Day
kg BRL *****
Around 1 Around 2 Around 4 Around 5
E8, E9, E10,
plate *** dishes *** dishes *** dishes ***
E11 E12, E13, 67,500
BRL BRL BRL BRL BRL 270.00 BRL 5400.00
E14, E15, E16, kg/day
2.25/day 4.50/day 9.00/day 11.25/day
E17
250 g/day 500 g/day 1 kg/day 1.25 kg/day
Estimation of post-meal waste and leftovers (leftovers in the pan)
Around 2 Around 3 Around 5
around 6
dishes **** dishes ** dishes **
E1, E2, E3, E4 dishes *** 45,500
BRL BRL BRL BRL 332.50 BRL 6650.00
E5, E6, E7 BRL 13.50 kg/day
16.00/day 6.75/day 11.25/day
1.5 kg/day
1 kg/day 1.5 kg/day 2.5 kg/day
Around 2 Around 3 Around 5
E8, E9, E10, Around 6
dishes **** dishes ** dishes **
E11 E12, E13, dishes *** 65,000
BRL BRL BRL BRL 475.00 BRL 9500.00
E14, E15, E16, BRL 13.50 kg/day
16.00/day 6.75/day 11.25/day
E17 1.5 kg/day
1 kg/day 1.5 kg/day 2.5 kg/day
* For schools that did not answer this question, the parameter of the first school that answered was used, observing
sequence E1 to E17. ** For those calculated, the value of BRL 2.25/plate was considered, and 1 plate = 500 g.
*** For those calculated, the value of BRL 2.25/plate was considered, and 1 plate = 250 g. **** For those calculated,
the value of BRL 9.00/dish was considered, and 1 plate = 500 g. ***** In the estimate, an average of 20 days of
classes was considered, with an average price of BRL 9.00 per dish.

For the preparation and analysis of Table 6, data from the questionnaires were used.
Based on the information obtained, it was possible to estimate an average of 250 to 500 g
per dish for the seven responding schools. As for the schools that did not fully answer the
questionnaire, the parameter of the first school that responded in the sequence of E1 to
E17 was used. In this estimate, an average of 20 school days per month was considered,
with an average meal price of BRL 9.00 (i.e., price of Bandejão, a popular meal served in
the city of Florianópolis). This parameter needed to be estimated to arrive at a monetary
value of food preparation. With this estimate defined, a simulation of the economic loss
was performed, arising from the leftovers on students’ plates (Table 7).
Furthermore, there was a high discard rate during the students’ meals. This factor may
occur due to a few circumstances, such as the following: (i) the student is not used to some
types of food offered; (ii) the way in which the meal is offered; (iii) mixed foods, such as
fruit salads; and (iv) in schools, there is no possibility of self service, which would be more
in accordance with students’ tastes and desired quantities. For this analysis, the same logic
observed for Table 6 was followed, that is, an average of dishes was estimated according
to the notes of the seven questionnaires completed by the cooks. Thus, it was possible to
estimate an average of 250 to 500 g per plate for the seven respondent schools. For schools
that did not fully answer the questionnaire, the parameter of the first school that responded
was used, maintaining the sequence of E1 to E17. In this estimate, an average of 20 days of
classes per month was considered, with an average meal price of BRL 9.00. This parameter
needed to be performed to arrive at a monetary value of food preparation. The numbers
are conservative and, even so, the final amount of waste is very large.
Emphasis is given to the leftovers after preparing the meal, that is, what is left in the
pan, which, in turn, proved to correspond to the highest amounts of waste when compared
to waste before and after the meal. It is noteworthy that fruits, when left over, can be stored
for another day to be redistributed to the students. The same occurs with vegetables, if they
are not seasoned. However, it is not possible to reuse cooked foods, which was highlighted
Logistics 2023, 7, 20 14 of 25

by the interviewees. They mentioned that they follow the nutritionist’s orientation, i.e., to
not save prepared food for the next day. Table 7 indicates the amount of waste, in kilograms
and in reais, found in previous analyses.

Table 7. Total monetization of leftovers from school meals.

Codename *
Estimate of surplus in preparation in kg 12,250 kg/day
Estimate of surplus in preparation in BRL BRL 1260.00
Meal leftover estimate in kg 47,250 kg/day

E1, E2, E3, E4 E5, E6, E7, Meal leftover estimate in BRL BRL 6300.00
Estimated surplus in post-preparation in kg 45,500 kg/day
Estimated surplus in post-preparation in BRL BRL 6600.00
Total in Kg and in BRL ** 105 kg and BRL 14,210.00
Estimate of surplus in preparation in kg 17,500 kg/day
Estimate of surplus in preparation in BRL BRL 1800.00
Meal leftover estimate in kg 67,500 kg/day
E8, E9, E10, E11, E12, E13, E14, E15, Meal leftover estimate in BRL BRL 5400.00
E16, E17
Estimated surplus in post-preparation in kg 65 kg/day
Estimated surplus in post-preparation in BRL BRL 9500.00
Total in Kg and in BRL ** 150 kg and BRL 16,700.00
* For schools that did not answer this question, the parameter of the first school thar answered was used, observing,
however, the sequence E1 to E17. ** In the estimate, an average of 20 days of classes was considered, with an
average price of BRL 9.00 per dish.

Table 7 shows the kilograms of food wasted and how much this represents, in monetary
terms, for public coffers. In this sense, this analysis was challenging because schools
do not have a standard parameter for waste management. Each school operates in the
way it believes to be the best to fulfill its demands. The projections made here utilized
the information provided by the cooks and nutritionists, which allowed the creation
of parameters that could support a possible waste scenario. On-site observation also
contributes to generating important insights into the waste that occurs in schools.
The value informed is conservative data because the price of food has increased. This
is the perception of consumers when making purchases in the market, as well as those who
use vehicle fuel for transport. Thus, it is possible to identify and even prove the increase in
costs, which also implicates the increase in the value of food. The Food and Agriculture
Organization (FAO) of the United Nations released a study earlier this year which reveals
that the average price of food in 2021 was the highest in the last 10 years. The FAO Food
Price Index was 28.1% higher than in 2020.
Regarding the interviews carried out, it was possible to map that E5, E7 and E17
indicated the regular existence of leftovers. All other schools highlighted that having waste
is more common. All respondents indicated that they do not have a policy to reuse school
meals, that is, leftovers in the pan; thus, food ends up going in the trash. Among the foods
that have the highest volume of waste, the respondents mentioned mixed salads, porridge,
tuna and sardines.
With regard to the reduction in waste, the reports demonstrated that food can also be
redistributed; however, this only applies to dry foods. When there is food left in a school,
the cook reports it to the nutritionist, who participates in a WhatsApp group that covers
all school units. In this group, it is possible to communicate surpluses and what food is
lacking. However, when it comes to perishable foods, such as fruits, that are identified to
spoil, the cooks put the fruits on a display and make them available to students to pick up
Logistics 2023, 7, 20 15 of 25

and take home. In this sense, excerpts from the report of interviewees E4 and E6 highlight
such a statement.
[ . . . ] what’s left of what we get, she (nutritionist) has a group, she’s always
asking, do you have chicken, to carry out the redistribution of food between
school units. So, she always, almost every day asks . . . So that there is not much
left to reuse, if there is leftover on the menu, she doesn’t send it anymore.
(Interviewee E4)
Regarding school food reuse policies, it was possible to identify, in an integral way,
that no specific process of school food reuse is carried out. Some reports of interviewees E1,
E2 and E4 illustrate such a perception.
[ . . . ] leftover goes away, from one period to another. If there are leftovers in the
morning, we don’t use them the afternoon. Because the menus are different.
(Interviewee E1)
[ . . . ] nothing can be reused.
(Interviewee E2)
Regarding the foods preferred by students, it was possible to identify that most
students really like basic meals, such as rice and beans, that is, savory foods. In the reports
of interviewees E8, E10, E11 and E6 the following was identified:
[ . . . ] it is savory food, then we have savory pies, cakes, roasts, you know . . .
They like this variety a lot.
(Interviewee E8)
[ . . . ] they like broths, bean broth with a little rice, pasta, soup, regular food, an
egg sandwich. But we notice that they prefer regular food; many eat fruits, when
offered, the vast majority eats fruit.
(Interviewee E10)
Regarding the foods that generate the most leftovers or waste, three were the most
cited: salads, fish and, finally, porridge, which students tend to reject. In the reports of
interviewees E15, E16, E6, E4 and E1, it was possible to perceive these rejections, which
result in waste and leftovers.
[ . . . ] vegetables, salads.
(Interviewee E15)
[ . . . ] to have less waste, because when I see that pasta with tuna will be served,
my God, a lot goes to waste, the students won’t eat!
(Interviewee E16)
Regarding the destination of waste and leftovers, most schools dispose of waste in
the common trash. Even if it is in a separate container inside the school, its destination is
normal garbage collection. All that waste goes to the landfill. However, there were reports
that neighboring residents take the waste to feed animals and, eventually, some schools use
the waste for composting. Examples of these reports are represented by interviewees E1,
E2, E4, E5, E13 and E8.
[ . . . ] the food that is left over: we use the bucket, right, which is for cooked food,
and we separate the trash, and this bucket of food, there is a resident nearby who
raises chickens, so by the end of the day late he comes to get this food for the
chickens, and there are days in which he takes two full buckets.
(Interviewee E1)
[ . . . ] goes to the common trash.
(Interviewee E2)
Logistics 2023, 7, 20 16 of 25

As for the most appropriate alternatives for managing food waste, most managers
speak of students’ awareness of food waste, but none of the interviewees seemed to master
the topic nor presented projects in which this could occur. What happens are different
actions, according to what each manager believes or can perform at a given time. Thus,
there is the perception is that the entire school community needs to raise awareness on the
topic through a top-down model, including training directors, teachers, employees and,
finally, students, family members and the community where the school is located. The
reports of interviewee E1, transcribed below, exemplify this perception.
[ . . . ] I think so, thinking about doing a project to encourage them, you know,
that we are going to do this and also thinking about this issue of self service. The
child should self-serve, the child should have the autonomy to put on the plate
whatever he/she wants to eat . . .
(Interviewee E1)
Some ideas to make food leftovers more profitable were identified, from bartering
to selling fertilizers and ornamental seedlings, in addition to zero-waste projects, raising
awareness not only of food waste, but of all the waste that the school produces. In a way,
with the minimization of waste as a whole, consequently, there is a reduction in public
spending. Respondent E16 reported as follows:
[ . . . ] they (students from the Federal University of Santa Catarina) are doing
zero waste projects, and the professors are talking a lot about the student putting
on the plate what he/she will eat, because leftovers will end up in the trash . . .
(Interviewee E16)
Regarding the existence of awareness campaigns on food waste, there were a few
reports, demonstrating how much school units need to evolve in this aspect. On the other
hand, it was possible to perceive the realization of a campaign that obtained significant
return, referring to the weighing of waste, which indicates that this is a good way to
continue. Likewise, campaigns with the city’s outsourced company responsible for garbage
collection may be a positive way of maintaining a partnership with schools. In this sense,
some reports by interviewees E12 were transcribed.
[ . . . ] I think that weighing the waste was more effective, you know! When we
publicized there, how much had been wasted, this was very effective. Another
thing that we got really hard on a few years ago was the ingestion of candies,
lollipops, these things, right, because this little piece of candy and lollipop wrap
ended up flying around the school, so in addition to doing them super harm,
right, it generated a lot of residue, so we started to show them what was gathered
from the patio and that it doesn’t matter if they put it in the dustbin, the little
paper wrap flies from the trash and goes to the school space and we started
showing it on the transparent glass, so when they effectively see the production
of waste, the production of garbage, I think it is very effective . . .
(Interviewee E12)
Allusive to the suggestions for actions to reduce food waste, the ideas were focused
on educational projects to raise awareness among students, from weighing waste to estab-
lishing partnerships with nutritionists and universities, as can be seen in the statement of
interviewee E10.
[ . . . ] teachers work with children on the issue of food pyramids. Mainly in this
room, which is the science laboratory, he works on the food pyramid, on the
need not to waste food, the need for you to have a varied diet and enjoy what is
available, at that moment.
(Interviewee E10)
As for the difficulties related to the management of school meals, most of the intervie-
wees highlighted the difficulties related to the delivery of food kits due to the pandemic,
Logistics 2023, 7, 20 17 of 25

when all schools had to adapt to different ways of managing food. There were also reports
about the behavior of parents in relation to food and about the awareness of the entire
school community on the issue of food waste because everything revolves around edu-
cation. Some reports, in this sense, stood out, such as those of the interviewees E14, and
E8.
[ . . . ] Currently, it would be the issue of kit deliveries. In other words, there is
a certain amount of food to be delivered to children, for families to be able to
eat. Families need to come multiple times to make an appointment at the school
to collect it. What often happens is accumulation, that is, the family does not
come to collect a certain food and decides to wait for the other food to arrive
to only then collect it, this creates a problem of food management. Thus, food
may end up missing or must be thrown away because it has gone bad, because it
has expired. One thing is to wait for dry foods, but when there are vegetables,
breads, they have to be consumed as soon as possible. When we were having
face-to-face classes, we could make use of those fruits and vegetables as soon as
possible within the diet, but now this is no longer possible.
(Interviewee E14)
[ . . . ] the difficulty is to understand what food means inside the school. Ev-
erything inside the school, any professional, the cooks, the janitor, the teacher,
the administrative technicians, everyone is educating these children, we are ed-
ucators, cleaning staff, everyone . . . The problem is there are people who do
not understand school meals as something educational, it is simply food. It is
necessary to work with the teachers to raise awareness that food has a purpose,
right, it is not just the pure and simple delivery of food. So, I think the great
difficulty is making people understand that food is a process at school, which is
part of the education process.
(Interviewee E8)
Not knowing the technical term circular economy is not synonymous with not adopt-
ing its practices. For many people, rethinking, rejecting, reducing, reusing and reusing
are institutionalized routines. However, this does not mean that they imagine that such
practices corroborate the internalization of the circular economy. Remember that this is
an audience with a low level of education, who do not read academic journals, who do
not carry out scientific research, who do not have formal higher education, and who often
do not follow market trends in their sector of activity. Therefore, there is difficulty in
understanding emerging technical terms, such as the term circular economy.
Regarding the circular economy concept, none of the interviewees had exact knowl-
edge about CE. However, when explained about circularity, it was possible to identify a
familiarity in understanding, as the concept is related to sustainability. Therefore, from
these interviews, it was possible to disseminate a little more about CE to some key actors
in education, i.e., school managers. It was possible to perceive, through expressions and
reports from the understanding of what CE is, agreement between the interviewees re-
garding the feasibility of carrying out projects to raise awareness of the school community,
introducing the circular concept, as is also shown in [42]. However, as identified in the
literature, guidelines are needed to orient these actions. In this sense, interviewees E17 and
E10 expressed themselves as follows:
[ . . . ] I’m already over it, you know . . . it’s a question of having to do with
ecology, it’s not... not wasting natural resources.
(Interviewee E17)
[ . . . ] I may have heard it, but I don’t remember now.
(Interviewee E10)
Logistics 2023, 7, 20 18 of 25

With regard to circular business models, we sought to adapt them to circular school
models. The analysis categories follow the ReSOLVE framework, recommended by [43], as
follows: regenerate, share, optimize, loop, virtualize and exchange.
The logic that was followed was the conduction of the coding and analysis of data
that are associated with the level of engagement with circular practices and the presence
or absence of the categories of analysis, defined a priori, as shown in Table 8. Thus, the
analysis of the data, based on predefined subcategories, classified schools according to the
different levels of adoption of circularity practices in the circular school model, as follows:
(i) not engaged; (ii) embryonic; (iii) initial; (iv) partial; (v) advanced; and (vi) full.

Table 8. Circularity from the perspective of the ReSOLVE framework.

Level of
ReSOLVE Purposes Codes Actors Involved Engagement with
Circular Practices
Cook
Introduction of renewable inputs; return recovered
Nutritionist
biological resources to the biosphere (compost,
Regenerate E3, E6 Director Partial Stage
organic fertilizers, slurry derived from the
Secretary of
fermentation process of leftovers and waste).
Education
Shared assets (for example, cars, rooms and Cook
appliances, etc.); reuse/use of second-hand Nutritionist
products; to prolong the life of products through Teachers
Share Not identified Not engaged
maintenance, design for durability, upgradeability, Director
etc., emphasis on household items for sporadic use Secretary of
and surplus food in schools. Education
Cook
To increase product performance/efficiency, to Nutritionist
remove waste in meal preparation processes, to use Teachers
Optimize Not identified Not engaged
smart devices to count students entering school to Director
prepare meals only for those present. Secretary of
Education
Cook
Nutritionist
To remanufacture products or components, to
Teachers
Loop recycle materials, to use anaerobic digestion and to E3, E4, E6, E12 Partial
Director
extract biochemicals from organic waste.
Secretary of
Education
Cook
Nutritionist
To directly dematerialize (e.g., rice leftovers from
Teachers
Virtualize one meal become savory rice cake in the next); to Not identified Not engaged
Director
indirectly dematerialize (e.g., online shopping etc.).
Secretary of
Education
To replace unused materials (for example, excess of
one type of food in a school for another and to
introduce balanced food that respects cultural
regionalism and food preferences of each region to
minimize waste); to exchange nutritious and tasty
recipes between schools; to exchange positive
Cook
Exchange experiences between cooks and nutritionists; to E3, E4, E8, E9 Partial
Nutritionist
encourage healthy eating through experience-based
teaching and to promote local incentives and
class-based campaigns to integrate those who are
most resistant to consuming a variety of foods; to
substitute the current serving system with self
service.

With regard to the regenerating aspect, it was identified that some schools make use
of leftovers, for example, reformulating food to become something else. In schools that
carry out a new proposal for food preparation when it is not well accepted by students, as
in the case of tuna, nutritionists and cooks think of a new way to offer the food so that there
is better acceptance. When even with the reformulation of the food there is still resistance
Logistics 2023, 7, 20 19 of 25

on the part of the students, the cook reports to the nutritionist to take actions related to a
new menu offer.
. . . let’s take a tuna pie for example, there is a group of students who do not
have much acceptance for this item, and when it happens, then this information
is passed on to the nutritionist who rethinks this preparation and considers new
forms of serving the food.
(Interviewee E3)
Another aspect related to the regenerating item is that ready-to-eat foods are not used;
only unprepared foods, such as fruits and vegetables, which spoil more easily.
. . . Not when it is already prepared. This is the guideline . . . for example, if the
tomato goes bad, if it is very ripe, it we blend them altogether and freeze it, it
becomes tomato pulp. The banana, papaya, pineapple are frozen and turn into
juice later.
(Interviewee E3)
Still regarding the regenerating aspect, it was very evident that the use of leftover
food is not allowed, not even in the pan, even though it is in perfect condition to feed more
people. In this sense, the report of participant E6 shows that there is a way to use this food
more efficiently.
. . . We even they can’t use it anymore, okay... but it’s an amount that you can
use to make a do it here on our own. If the municipality finds out about this, I
can be charged somehow. But it’s like this: the girls in the kitchen make a pot of
sauce to make a risotto, and they mix this sauce with rice, but if the rise is over
and everyone has already eaten, that sauce, theoretically savory dumplings, so
we don’t throw it away!
(Interviewee E6)
Regarding the cycle item, that is, schools that have an organic garden and make use of
organic waste, it was observed that only four of the seventeen schools, whose directors were
interviewed, have gardens and compost bins activated. The participants of these schools
were E3, E4, E6 and E12. However, it is worth remembering that the interviews were
carried out during the COVID-19 pandemic; nevertheless, even though some interviewees
affirmed to be making use of the composter before the pandemic in 2019, at the time the
survey carried out, it was no longer in use. However, they claimed they intended to start
reusing it after things returned to normal. The reports indicate that it is necessary to have a
team from the education department that encourages this demand and closely monitors
these educational and sustainable projects in schools.
Related to item swapping, the school directors mentioned in their interviews that they
exchange food with each other, and it is possible to see food redistribution from one school
to another, which was confirmed by interviewees E3, E4, E8 and E9. It was advocated that
this is a practice that must occur among all educational units, as it is a work carried out
by nutritionists, and each nutritionist is responsible, on average, for twelve schools, and
participates in constant communication via WhatsApp groups.
Sharing platforms are being adopted at the embryonic stage, with a long way to
go towards the circular economy. In the same vein, the analysis by [44] showed that
educational projects should incorporate circular design thinking in the education system,
whether in higher or basic education. The important thing, in this sense, is to seek a systemic
change that encompass the circular economy. Within this perspective, it is necessary to
invest in the continuous professional development of teachers, according to the concept of
circularity.
In view of the recommended scenario, the opportunity to use food in educational units
is viable, and can engage in programs such as Mesa Brasil, a national food and nutrition
security program to combat hunger and food waste, whose aim is to improve conditions
of life in the community. The Sesc institution, which created this project, promotes, with
Logistics 2023, 7, 20 20 of 25

intertwined objectives, training courses and the integral reuse of food, as well as handicraft
workshops, garbage recycling and a solidarity exchange club.
Thus, food that is left in the pan, in excellent condition for consumption and that will
no longer be consumed by the students, can be donated to people who are in a situation of
vulnerability through the Mesa Brasil program, which speeds up the collection of food and
leads to its distribution or, if it is in large quantities, makes arrangements for food storage
to better distribute it.
In view of the data collected, the considerations of [45,46] are confirmed, who affirmed
that food waste is a global problem, which requires effective actions to reduce it. As
such, communication is needed, not only for policymakers, but also for other stakeholders,
such as schools, business and NGOs who are looking to implement new educational
campaigns regarding food waste, providing consumers with a realistic perception of the
problem. There is a trend towards upstream actions and policies to prevent food waste [47]
and, in this context, it is evident what they indicate [46] that collaboration between the
government, private sector, researchers and educational institutions is fundamental to
promoting adherence to circularity aimed at waste management, in a multidisciplinary
perspective [47], with joint efforts of entities [48]. Furthermore, this is in line with the
statements of [26], who mention that the lack of information, misinformation and disbelief
about food waste and waste recovery are among the main factors preventing supply chain
constituents from connecting with each other to save edible food from landfills.

4. Discussion
The evidence from this study points to visible inefficiencies in the management of
food waste in schools. Sending food “from the pot to the trash can” signals the inefficiency
of managing food waste. Thus, the opposite of the current management model, known as
food waste management, is urgent and necessary. The economic amounts “thrown away”
due to the inefficiency of the current food waste management system indicate a value of
BRL 1545.00 per day. This shows the absurdity that prevails. These data become very real
and end up certifying the reason why, in 2018 alone, 1.3 billion tons of food were lost on the
planet, about 30% of the total food produced. These data bring a huge concern, considering
the need to rethink the forms of production and consumption due to the limitation of
natural resources. According to [49], food waste is increasing worldwide, requiring urgent
and necessary actions to mitigate this practice. In addition, challenges regarding food
demand, due to the increase in the population on the planet, become increasingly urgent,
putting a brake on food waste.
In developed countries, awareness and prevention are particularly important at the
level of consumption, which is where food waste mainly occurs [50]. In schools, this
awareness shows promise, as children understand the consequences of food waste and
respond positively to the possibility of recycling food [51]. In this sense, due to the ability
to transmit eating habits, public school canteens represent a unique scenario in terms of
managing available resources in a sustainable way. Furthermore, alternatives for managing
food waste, supported by circular supply and the ReSOLVE framework, are possible and
plausible. This is what the study by [52] shows, highlighting the windows of opportunity
for digital education as a contribution to the transition from the linear economy to the
circular economy.
Thus, it is possible to identify that there is still enormous potential to be explored in
order to integrate education and technology. In this sense, a range of options open, such as
the recovery of energy from resources through different technologies. A study on circular
business models in Brazilian companies, conducted by [53], showed the predominance
of companies related to the service sector, which, above all, offer process virtualization,
sharing, ecological products, social responsibility and emphasis on recycling.
To eradicate food waste, this study recommends the preparation of a strategic man-
agement plan for food waste. There are several actions that involve the entire school
community in favor of the mitigation of waste within educational units. Furthermore, as
Logistics 2023, 7, 20 21 of 25

already emphasized, the transition to EC requires affirmative action by the government,

companies and consumers, based on general awareness raising [54].
In this sense, it is possible to perceive that these are not so extraordinary actions that
require high investments, such as the following:
- Think before picking up any food to consume.
- Be committed to helping take care of the school with all types of waste.
- Help monitor school cleanliness.
- Present seminars on reuse.
- Carry out collection, in their homes, of recyclable materials for use in repair practices
at school.
- Help with waste sorting.
- With the support of teachers, students should carry out research on the subject.
- Help with actions, avoiding sending waste to landfills.
In any case, investments are necessary and will have a return in the long and medium
term, such as, for example, investment in scales for weighing food waste. These are actions
that have already brought results and that need to be applied.
Another example is investment in composters and school gardens. These are invest-
ments that will bring enriching returns to the community. In addition, there are actions
involving teachers’ lesson plans, namely actions that can stimulate knowledge about sus-
tainable actions. It is also important to emphasize the importance of partnership with
Mesa Brasil, so that, when it is not possible to avoid waste, ways to use food are found, for
example, helping people in a state of vulnerability.
Today’s researchers have the responsibility of encouraging entities to alert the popula-
tion about the real situation of planetary boundaries. Awareness about what is happening
should be generated because students are the future generation and they will be the ones
who will suffer the most consequences. If this urgent stimulus does not occur, in the future,
there will be demands from society for impartiality in the face of tragic facts that may occur
and that, even today, already happen.
Another aspect that is possible to obtain with the strategic plan is the engagement
of students as a natural consequence, as long as managers, teachers and employees have
the same sustainable vision within schools. Sustainable practice, occurring harmoniously
within the educational unit, will certainly lead to good practices in students’ homes, where
they will also generate cultural change and, consequently, change in society.

Implications
This study offers important contributions, not only to municipal schools, but also to
public policies, public managers and educational institutions, especially with researchers
who are supporters and sympathizers of the circular economy theme. In this sense, some
opportunities arise, as follows, and allow the creation of real and applied solutions, based
on the research carried out:
(a) The diagnosis that highlights the panorama of food waste can serve as a parameter
to generate real and applied solutions for the management of food waste. Adherence of
schools to the Mesa Brasil Program, as well as making leftovers available to homeless
people around the school, are important alternatives that contribute to generating referrals
to the units of analysis surveyed.
(b) The monetization of the costs of leftovers and food waste shows how much impact
they have economically. These are substantive values that show that intervention is urgent
and necessary to minimize these losses. Being clear about the existence of the problem
is the first step in generating alternatives and solutions to circumvent this real problem,
which will develop student awareness campaigns to avoid wasting food and provide ways
to access food that respect children’s tastes, contributing to the reduction in food waste.
(c) The inclusion of assumptions of circular business models in schools can serve as a
stimulus, insight and alternative to rethink the current model of action. New alternatives,
new ways of preparing food and the reuse of food (for example, rice was served that day
Logistics 2023, 7, 20 22 of 25

and from the leftovers, rice balls were served the next day) are important alternatives to
reduce food loss.
(d) Circularity from the perspective of the ReSOLVE framework is also an important
insight, which should serve as a test for school managers, cooks and nutritionists to rethink
their current operational strategies. It is a fact that they are inefficient with regard to the
management of food waste, but a municipal public policy can be created, supported by the
ReSOLVE framework, to think about real solutions that have not been not adopted so far.
(e) Teaching institutions and researchers can help the municipal government in the
process of measuring food waste in schools and in thinking about mechanisms to forward
real solutions so that food waste is substantially reduced. New scientific studies are
welcome to sharpen creativity and contribute to the school community, with alternatives
that can transform current indicators of food loss and waste.
(f) Recognizing that food losses and waste are not viable ways to deal with public
resources is the first step towards success in transforming the school space, which deals
with food preparation in schools. Breaking resistance and circumventing bureaucratic
barriers and stubborn people are other important steps towards the success of a food waste
management policy.
(g) Contributions to innovation and circularity in schools: this research highlighted a
more panoramic scenario about the process of school feeding in the city of Florianópolis,
understanding that it is the first study carried out in schools from the perspective of EC.
In this way, it is possible, based on the collected data, to make decisions and suggest
actions that contribute to the mitigation of food waste. The measuring results were positive,
as in following the example: before the start of the weighing process, two buckets of waste
were sent to the landfill; after the weighing process, this volume was reduced to five wasted
dishes. A substantial reduction was observed, from twenty kilos of wasted food to two kilos
of waste, and these two kilos were reused in the compost bin, where they were transformed
into fertilizers for the garden or for marketing.
Florianopolis municipal schools can become a reference for other educational units.
It is seen that the transition process to EC is a gradual process; however, the first step has
been taken, and the survey of the scenario has been carried out. It should be noted that
the relationship between universities, schools and the municipal education department is
always important for the change in management processes.
(h) Gains/learnings generated for the academic environment with the development of
this work: with regard to gains and learnings, it was possible to retain knowledge about
the day-to-day of educational units and how challenging the scenario is, especially when
the objects of analysis are public institutions, where practically the entire process depends
on tenders, even more so in this rare, but complex, period of the COVID-19 pandemic.
Within this purpose, it was possible to perceive managers engaged in the cause to
have more sustainable schools. It was also possible to perceive managers who are not
concerned with the process of food waste. It is impossible to not mention the restlessness of
the researcher when identifying the neglect from an educator. In any case, it is considered
that everything is part of the learning process because the follow-up focused on waste
management, which goes far beyond the food menu; it covers the feeding process from
before preparation, during preparation and post-preparation, that is, until the student
finishes their meal and goes home, in the sense that all waste generated within the school
needs to be avoided or treated.

5. Conclusions
This study seeks to understand how food waste management is carried out in schools
from the perspective of the circular economy. Evidence points to a waste of approximately
257 kg, which represents around BRL 7876.70. The mapped evidence allows the measure-
ment of the rest of the intake (relationship between what is left on the plates and the amount
of food served), which in most schools represents around one fifth of the meal served. This
Logistics 2023, 7, 20 23 of 25

indicates that the menu served to children does not always meet their expectations, which
implies unconsumed food and the generation of food waste.
Little evidence of circularity assumptions has been mapped. Emphasis is given to the
exchange of surplus food between schools and adherence to food-sharing platforms.
The practical contribution of this study is associated with a projection the estimates of
food waste during the preparation of food, during the meal and after the meal, in addition
to the economic monetization of the representative of waste for the public coffers. The
theoretical contribution is associated with the generation of indicators alluding to food
waste and leftovers in municipal schools, which can serve as a subsidy for forwarding
public policies and more efficient alternatives for managing food not consumed by children
in schools. The managerial implications of the study are associated with the possibility
of creating a plan for the strategic management of food waste. This can make use of the
assumptions of the circular economy to generate a perspective of re-signification of foods
that are in conditions suitable for consumption.
The practical implications are the generation of a compendium of useful and rele-
vant data for rethinking school-feeding management strategies. The current model has
shortcomings, but there are simple, cheap and easy-to-operate alternatives that can have
a positive and significant impact on reducing waste and leftovers. As an example, the
training of school lunch and nutrition workers is mentioned to provide them with a diversi-
fied arsenal of alternatives for managing school lunches, taking into account regionalisms,
cultural aspects and personal preferences of students, as well as alternative ways of using
and preparing food. Another alternative is the introduction of the self-service system for
school lunches. Campaigns to encourage and engage students to learn about a variety
of foods, nutritional aspects and different ways of preparation are also important. Part-
nerships with the Mesa Brasil Program, a Federal Government program that allocates
food leftovers to people in socially vulnerable situations, could lead to positive outcomes
when promoted by schools. Debate between health surveillance, the state government
and schools to think about solutions that value food safety, and the best use of food could
provide further support for such changes, in addition to using sharing platforms, such as
Olio, YoNoDesperdicio, Spoiler Alert and FoodMesh to manage leftovers.
This study presents a few limitations, such as the lack of official parameters for
measuring the volume of food wasted per school. This generated the need to carry out
approximate projections, which are solely and exclusively based on indicators passed on
by the cooks and nutritionists, as well as on on-site observations. As an opportunity for
future research, replicating the study while considering other educational contexts and
countries is suggested, so that it is possible to identify a portrait of the profile of food
waste in different organizational contexts. The introduction of the correction factor, the
dirty leftover and the clean leftover as additional elements is recommended to deepen the
analysis alluding to food waste.

Author Contributions: Conceptualization, S.S. and L.G.; methodology, S.S. and L.G.; software, S.S.
and L.G.; validation, S.S. and L.G.; formal analysis, L.G.; investigation, L.G.; resources, S.S.; data
curation, S.S. and L.G. writing—original draft preparation, S.S., L.G., F.S., C.M., S.V.S., J.B.S.O.d.A.G.
and T.P. writing—review and editing, S.S., C.M. and T.P.; visualization, S.S., L.G. and T.P.; supervision,
S.S.; project administration, S.S.; funding acquisition, S.S. All authors have read and agreed to the
published version of the manuscript.
Funding: This research was funded by National Council for Scientific and Technological Develop-
ment, edital 001.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: All data generated or analyzed during this study are included in this
published article.
Logistics 2023, 7, 20 24 of 25

Conflicts of Interest: The authors declare no conflict of interest. The funders had no role in the design
of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or
in the decision to publish the results.

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