Introduction:

the study is a report of an extension curricular activity of a Brazilian public university. It had motivated by specific learning needs observed in clinical teaching.

Main objective:

promoting critical and reflexive learning experiences of Nursing in Intensive Care Unit (ICU).

Methodology:

qualitative, descriptive, with action-research approach. Five students were selected to perform supervised activities in ICU through teaching-service integration. The active methodology called Maguerèz Arch was used to operationalize the teaching-learning processes throughout the research.

Main results:

the teaching-learning dynamics was perceived by the students as a strategy to reduce anxiety and promote the acquisition of knowledge and practices of intensive care. It had had also collaborated in the construction of an instrument for specific records of Intensive Nursing.

Conclusion:

the presence of the Nursing students in ICU guided by the Arch of Maguerèz methodology is feasible. The application of an educational paradigm focused on dialogicity contributes to the formation of more critical and reflective professionals. The collaborative practice between service nurses and professors is essencial for this purpose.