The analysis of a curricular reform process experienced by nutritionists' teachers, which started in 2007 is presented. It aims to contribute to the discussion of this issue, as yet scarcely investigated in the literature on the training of nutritionists. A questionnaire was sent in 2009 by e-mail. The questions followed the Pedagogical Project of the Course. The participants were 23 teachers responsible for 21 of the 37 disciplines in the study period. It has shown teachers' difficulties in introducing active teaching - learning methodologies and assessing skills and abilities; the need for regular meetings between managers and teachers for review; teachers difficulties in integrating subjects from different disciplines; the connection of theory and practice in the presentation of subject and in integrating teaching activities with research. The results were discussed at a meeting between teachers and students. The instrument used for the survey proved effective in pointing out some of the obstacles to the ongoing reform and possible ways to implement them.
Higher education; Nutrition; Curriculum
