Abstract
OBJECTIVE: To describe a pedagogical experience with nursing students who used photographs as a teaching tool for teaching human rights. METHOD: This is a report of a pedagogical experience of a cross-sectional qualitative study based on narrative bioethics, which uses personal narratives as an analytical instrument to deepen the understanding of ethical problems, and on iconographic analysis, which investigates the deep meanings and contexts underlying the recorded photographs. RESULTS: The photographs taken by "photographer students" portray real situations from everyday life in our society, highlighting issues such as poverty, social exclusion and government negligence, which, according to the participants themselves, evoke violations of several articles of the Universal Declaration of Human Rights. FINAL CONSIDERATIONS: The pedagogical workshop used photography to engage students in reflections on human rights and social issues, promoting ethical and humanized training. Despite limitations, the study revealed a deficit in university education on human rights, but highlighted the potential of innovative methodologies to strengthen the critical and empathetic preparation of future professionals.