In the continuity of a thesis questioning the problematic of health education, this article focuses on the pragmatic issues of a cooperative method as a support to the capacities of empowerment suggested by the development of psychosocial skills underlying that of reflective health. Established according to the principles of grounded theory, the reasoning applies the epistemological postulates of narrative medicine to the ethical and concrete experience of care in order to return to the potentialities of a narrative addressed to self-care. The choice of a « relational » method, based on cooperative data, highlights the need to expand the collection to the expression of sensitive dimensions and affirms the attention that the work of narration requires. The results of the survey highlight the need to bring normative discourses into dialogue with the singularities of experience. Thus, put in coherence, the lived experiences mix with the socially vivid questions that the implementation of the educational path in health promotes and suggest, in the perspective of the care to open the knowledge of oneself to other rationalities.