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ABSTRACT: Objective: to report a classroom experience of using images to construct a reflective analysis on the paradigms that imbues the current health care models. Method: experience report on an academic activity called paradigms that permeate the health care model in the country of the discipline of Critical Analysis of Nursing Practice of the Post-Graduate Nursing Program/UFRN. A text basis and handmade drawing images were used as a methodological tool in the academic activity. Results: the educative practice based in storing up information had been replaced by a dialogic practice, where those involved played an active role in the knowledge construction. It is a dense topic that relates types of paradigms and health models that could be worked flexibly, enriching the space to knowledge construction. Conclusion: the practice allowed approximation in the group on reflective questions submitted during the teaching and learning process, permitting the participation of students, which contributed significantly, bringing out examples of their professional practice and seeking scientific support for arguments. The experience validated the use of strategies that contribute to the understanding of complex issues.