Abstract
Objective: To analyze the teachers' conceptions in the training of the nutritionist about the teaching-learning
process, during the supervised internship in Social Nutrition. Methods: The exploratory research with a
qualitative approach, developed with twenty-one nutritionist professors from the Faculty of Nutrition of a
public university in the state of Pará, answered a semi-structured questionnaire with the aid of the ALCESTE
software. Results: Five classes of text segments with specific semantic contexts were achieved. Class 1
was highlighted as the most specific in terms of the importance of the internship as an activity to consolidate
the knowledge acquired in the course of academic training. When articulating the university with the different practice scenarios, there were impacts on professional training and qualification. It was noticed that
universities should strengthen their links with health services, for better professional training. New
pedagogical trends mirror methodologies that enable the empowerment of the student, placing him as the
central protagonist of the construction of his knowledge and co-responsible for his educational trajectory and the teacher, a mediator of the experiences related to the learning process. Conclusion: Planning and
discussing academic strategies in the teaching-learning process are motivated by continuing education
actions for teachers.