“…They evidence that teaching-learning process is still based on vertical learning, on the transmission of informative contents that dissociate theory and practice, on the relation of domination and hierarchy by the professors, on the use of evaluation, only through memorization and copying of knowledge and absence of critical reflection by the students. (19,20) It is relevant that the professors understand the need for changes in their behavior and implement new pedagogies in continuous movements of construction and reconstruction of epistemological bases, which anchor the daily activities because it is not enough to adopt some of the different strategies highlighted in the texts, but, necessarily, incorporate the theoretical emancipation, which is base for the referred strategies, such as clinical case studies, group work, supervised internship, among others (21) .…”