Abstract
Objective: This work aims to characterize the faculty of a medical course and their teaching-learning concepts in relation to the recommended by the Curriculum Guidelines (CG). Methods: Considering that the approval and publication of the new curricular guidelines do not guarantee its implementation and the new teaching practices could find resistance to be applied, teachers were given the COLT questionnaire, through which the respondents' conscious and unconscious conceptions of learning and teaching were obtained with regard to teacher centredness, appreciation of active learning and orientation to professional practice. Results: Ours data showed that faculty was mainly composed of women, medical doctors, graduate degrees and dedication of time between teaching and other work activities. The results allow us to recommend the professors to be more involved with teacher development, in the mission of training professionals who contribute to the reorientation of the health system. Conclusion: The faculty presents teaching-learning concepts related to teaching centredness, appreciation of active learning and orientation to professional practice appropriate to the profile required by the CG, although more training is still needed to make the faculty more agent of conceptual change.