Abstract
The Ribeirão Preto College of Nursing at the University of São Paulo trains nurses and nursing teachers, providing undergraduate students with tasks within different health and education context throughout their degree course. This article analyses those students' experiences outside the university via the Health Promotion in Basic Education course, which adopts the following pedagogical cycle: Immersion in professional practice scenarios, provisional synthesis, searching for theoretical support, new synthesis and assessment. The investigated sample consisted of 21 portfolios written by students during this course. The data were studied in light of Bardin's theories of thematic analysis. These portfolios were personal and individual productions; however, they also referred to the groups and their experience. They showed the students' construction of knowledge and competencies. The importance of such student experience appeared during the course and supported the training of professionals who are better prepared and more critical, responsible and active in developing health promotion programs in schools.
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