OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students
regarding the dialogic experience in the informal spaces and its relationship with
training in health. METHOD: experiential descriptions were collected in the context of a public university in
the non-metropolitan region of the state of Bahia, Brazil, using open interviews.
These descriptions were analyzed according to the principles of the phenomenology
of Maurice Merleau-Ponty. RESULTS: it was revealed that the informal spaces contribute significantly to the
construction of knowledge and professional training strengthening teaching and
promoting the re-signification of the subjects' experience. CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the
teaching-learning process in the university, such that the informal spaces should
be included and valued as producers of meanings for the personal and academic life
of lecturers and students, with the ability to re-signify existence.