Abstract
The teaching of Heath keeps itself directed by a Flexnerian and biomedic logic, and with few enhancements for a more complete and less fragmented formation. The SUS legislation demands new sanitary practices and these do not happen without new pedagogical practices which can be considered important, relevant, intercessoring. A resignified health major helps identify the singularities of intercessor spaces, which tension the deterritorialization of the teaching-learning process since it does not answer to the needs presented for the SUS consolidation.