Objective:
The article discusses the development of the discipline called Community Development within the curriculum of a nutrition program at a public university to contribute to the debate on dieticians' social education.
Methods:
This is a document research, based on the discipline material, as well as the works produced by students throughout the 30 years of administration of the discipline and also reflections on lived experiences.
Results:
Despite the applicants' reaffirmation on the importance of social-oriented health and nutrition practices, there is still an unsatisfactory introduction of academic components that would help to build this process. While empirical works always appeared as a seductive way for students to understand the social and economic reality of the city, theoretical understanding of processes and social relationships showed to be problematic, which is being explained by the fact that social sciences language is strange and difficult in the eyes of health students.
Conclusions:
Experience in Community Development confirms the importance of theoretical and practical approach of Health, Food and Nutrition by the Social Sciences, signifying a pedagogical and personal effort of teachers and students. We conclude that even if the Community Development discipline ceases to exist in the training of dieticians with the original title, which is part of the semantic repertoire of a past time, content and experiences remain relevant and can be incorporated into other disciplines.
Social Sciences; Community development; Teaching; Dietician