Abstract
OBJECTIVE: To analyze the nursing team's knowledge and perspectives on an educational process focusing on communication and health literacy in the context of a pediatric emergency. METHOD: A qualitative study, based on participatory health research and the health literacy theoretical framework. The educational process was conducted in a pediatric emergency room between October and November 2021, with the participation of ten nurses and 28 nursing technicians. Data were collected from operational groups' interactions and productions during the educational process and analyzed through descriptive and analytical coding, with the support of Atlas.ti software version 8.0. RESULTS: Participants recognized barriers in communication with children and their families, expanding their repertoire of communication strategies, reinforcing the use of therapeutic toys, the teach-back technique and puppets. CONCLUSION: Teaching-learning activities encouraged the nursing team's active and reflective participation, expanding knowledge and health literacy skills.