This article describes the EnsinaSUS Project, the research developed within the project, and the various dimensions and implications that will lead to understanding the experiences that have been taking place in courses in the field of health care as regards their processes of change. Our aim is to share the experience of integrating researchers, coming from different institutional and professional backgrounds, in order to build a common project, based on their experience. The purpose of this project was to innovate and to build a new grammar so as to discuss and understand pedagogical processes and their interface with health and work, and so produce health care which is different in its concept of health assistance, thus producing a user-centred care, from a dialogical and politically-ethical viewpoint. We believe that teaching and extension practices open up an 'action-thought-knowledge' overall concept, promoting new concepts and meanings for health, life, knowledge and education. We also believe that explanations from pedagogical praxis may be seen as a possibility of historically building citizenship. We found that some mechanisms of legitimation and modes of articulation, exchange and solidarity are key to the interaction of diversity. The team was composed of representation networks from different political and cultural environments.
formation for health care workers; health research methodology; integrality