Background <p>Food and Nutrition Education (FNE) is a continuous process that promotes healthy eating habits through the development of knowledge and skills that support critical and autonomous food choices. However, traditional information-based approaches remain predominant and have shown limited effectiveness in sustaining behavioral change. In response, participatory methodologies grounded in dialogue and popular education have gained relevance by fostering engagement, interaction, and protagonism. These strategies have the potential to strengthen bonds, promote meaningful learning, and actively involve families in the educational process.</p> Objective <p>To analyze the use of participatory methodologies in food and nutrition education and their impact on promoting healthy eating habits and developing critical and reflective competencies among participants.</p> Methods <p>This qualitative intervention study included 45 participants: 9 individuals participated in the semi-structured interview (5 children and 4 caregivers), and the remainder (36 individuals) answered only the questionnaire (14 caregivers, 16 children, and 6 facilitators). The intervention was conducted in three stages: (I) nine playful nutrition workshops with children aged 7–12 years and their families, led by health professionals and students using participatory methodologies; (II) application of evaluation questionnaires involving children with different nutritional statuses, caregivers, and facilitators; and (III) post-intervention face-to-face semi-structured interviews with children with overweight or obesity and their caregivers. Audio recordings were transcribed and analyzed through thematic content analysis using ATLAS.ti^®, guided by Social Cognitive Theory and emerging analytical categories. </p> Results <p>Six main categories were identified: self-efficacy, modeling-based learning, active engagement, dietary self-regulation, influence of the family environment, and triadic reciprocity. Participants reported increased self-efficacy (e.g., food label reading), observational learning, reduced consumption of ultra-processed foods, improved meal planning, and lunchbox preparation. Dietary self-regulation was expressed through simple rules, while the family environment functioned as both a facilitator and a barrier to change. Triadic reciprocity revealed the transfer of learning across home, school, and work settings. Additional emerging categories included satisfaction with the intervention and suggestions for improvement.</p> Conclusions <p>Participatory methodologies proved to be effective and promising approaches in food and nutrition education, enhancing family involvement, encouraging critical reflection, and promoting positive changes in children’s eating behaviors.</p>