| Summary: | The teaching-learning process based on humanized and contextualized training in assisting allows the student to develop from the beginning of his formation a critical and more active posture exploring this way new practical skills facing the reality in which it appears, a dynamic experience the student deconstructs and rebuilds concepts and attitudes restructuring thus, ways of thinking, understanding and intervening in the world. The goal of this paper is to present how is the teaching-learning process at work by the students of the Universidade Federal de São Paulo - campus Baixada Santista (UNIFESP/BS), in the project extension ‘Baú de Histórias’. The ‘Baú de Histórias’ project aims to work with children to develop the habit of playing to tell and build stories, and happens weekly, in a fortnight meetings with children in the field with duration of three hours and the other half the students make the stories that will be told in the field and have supervision with the teaching and supervisor on university when directed studies are also performed to provide the theoretical basis for the action on the field. A change in attitude of the students was observed along the visits, seeing a maturing mostly in moments of interventions in the field along with the kids, getting to create greater connection and empathy with these during the storytelling. Another change was perceived in supervision, in which the students were able to appropriate technical terms, understand in practice the theories passed during lectures and supervisions. The ‘Baú de Histórias’ project experience enables a differentiated approach that provides maturation in the teaching-learning process of the students.
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