Care professionals: the Diversity Lived Project, pedagogical reflections

The contribution focuses on the Diversity Lived project, designed to innovate in the training of healthcare professionals through educational practices grounded in reflexivity, storytelling, and attention to diversity as a lived dimension of the care relationship. This article offers a philosophical-pedagogical analysis of the project, situating it within the dialogue between the ethics of otherness and narrative epistemology, and interpreting care as an ethical, cognitive, and professional practice. The article focuses on illness narratives as an epistemological and educational resource, capable of making the moral and experiential meaning of suffering visible and combating technical simplifications of experience. From a pedagogical perspective, illness narratives can be interpreted as formative devices that foster reflective learning, ethical awareness and interpretative competence in healthcare professionals, particularly in complex and diverse care contexts. The contribution discusses the Diversity Lived Toolkit and its pedagogical application of these theoretical principles, highlighting their potential to foster inclusive, reflective, and responsive training models that address the complexity of contemporary healthcare.