The present article approaches some relevant aspects in the processes of medical formation as the relationship among doctors and patient in Brazil. The medical formation begins in the beginning of the century XIX, after the arrival of the Portuguese Crown, in 1808. The social control of the populations, alliance between the doctors and the Crown and later with the State, was object of several strategies, as through the action normatizing and prescriptive of the medical practice. The ordering of the social space and all of the aspects of the people's life become object of the medical interest is in the origin and in the formation of the hegemony of the medical speech, being reflected in the relationship between doctor and patient. This is not appropriately discussed in the medical course, he settles down in the daily of the encounters between academics and patients tending to reproduce the relationship between teacher and student in anteriorness terms, of authority and of being able to. According to Freire (1987), the teacher "it deposits" his knowledge in the student, that is passive, receptacle of whole the master's knowledge. The medical formation, still strongly stepped on in a curricular structure that fragments the knowledge and it arrests him in compartments tight, without the necessary dialogue, influence of the rationality that privileges the specialties to the detriment of the general and universal knowledge suffers. This form of thinking fragments the man. Almost everything is known about the part, getting lost in compensation the notion of the whole. The man is not the result of the sum of their parts, because this cannot rebuild or to explain to the man. It seems to be, for Bonella (2000), an ethical-political discommitment with the teaching for most of the teachers that you act at Universities of Medicine. Such an assertive one bases on the verification that these teachers are medical with domain of the content in his specific area, however with little knowledge in pedagogic activities for the acting of teacher's function. We believed to be relevant an analysis of the medical curricula, looking for to increase the debate of the relationship between doctor and patient in terms of the ethical subjects, professionals and, also, educational. A debate in the universities, in the courses of Medicine, with the other areas of the knowledge, mainly those returned to the humanities would enrich and it would enlarge the conscience of the medical responsibility with the patient and the society. The medical practice, essentially social, it is linked necessarily to the subjects of the education, not just in health, but also in his wider sense. There is need to improve the relationship between doctor and patient taking into account the values and the users' experiences, above all, the seniors, enlarging the approach of the aspects of the subjectivity of the subjects, not in the perspective of the norm, but in the promotion of his expression and freedom. We mean that the populations, in the world globalized and computerized today, they are more demanding and they should determine or to influence in the revaluation that the doctors should accomplish as for their practices. It is waited that the relationship between doctor and patient gets better in all their aspects. The certain changes in the games of power of the social interrelations will end up raising new ruptures, from where new paradigms should appear, more solidary and educational.