The results from a study that analyzed the process of curriculum change in the dentistry course at a higher education institution in southern Brazil are presented. A qualitative methodological approach was used and, to maintain coherence with the study subject, a case study strategy was used. Three representatives of the university's management team, 46 students and 12 professors were interviewed. In interpreting the data, four categories emerged: 1) the curriculum reform process: a possible proposal for changes in the training; 2) tensions within the process: differences between the envisaged theory and the perceived reality; 3) the path of the process and its advances; and 4) experience of the integrated curriculum: a continuous process of learning and overcoming difficulties. There is a need to rethink the curriculum reform process, through continual reconstruction of this curriculum. It is fundamentally important, specifically, to deal with changes to the pedagogical project and curriculum practices.
Dental Education; Curriculum; Education and Health