The curricular and pedagogical guidelines for the formation of dieticians were influenced by the dynamic changes that occurred in higher education in Brazil. In 2001, the Ministry of Education instituted the national curricular guidelines for undergraduate health-related courses, in agreement with the Law of Education Guidelines and Fundamentals. These guidelines represented a new landmark for health-related education since it abolished the minimum curricular requirements, which were considered excessively theoretical and inflexible and did not meet the specific requirements of each region, institution or course, and the social demands. The curricular guidelines also represent the desire to overcome the hegemony of the biomedical model and the teacher-centered education. The goal of this article is to critically analyze the contents of the curricular guidelines for undergraduate nutrition courses and discuss its advances, ambiguities and omissions in order to achieve participatory implementation and constant assessments. The paper discusses professional profiles, competencies and skills, as well as course contents, and suggests new discussions about the proposals, incentivizing achievable scenarios that improve the formation of nutrition.
Curriculum; Nutritionist; Education, higher