This study analyzes changes occurred in the nursing teaching and learning process from Brazilian Schools which pursue the UNI Project, by describing a movement toward change, besides resistance, conflicts, and current challenges involved. It is a qualitative study whose data were gathered by using Focal Groups and documents available in these institutions. Its results show there is a gradual, dynamic and continuous movement toward change, through the search for teaching models that might replace technical rationality with a critical-reflexive proposal. In spite of challenges related to evaluation and individual competencies to overcome resistance and conflicts, we have found that the change process was supported by the creation of participative spaces and horizontal relationships, allowing for a renewed valorization of nursing education.
change process; nursing education; organizational innovation