Primary Health Care (PHC) plays a key role in health promotion and prevention of adverse events, especially in emergencies requiring immediate action. Choking and cardiopulmonary arrest (CPA) are notable causes of preventable deaths, often associated with insufficient basic emergency knowledge. In response to this need, a Primary Care Unit implemented a Basic Life Support (BLS) educational activity coordinated by the unit’s physician, aiming to train professionals and community members to recognize critical signs and correctly perform choking relief and cardiopulmonary resuscitation (CPR).The training was named “Reanimate Project: Anyone Can Be the First to Help”, reflecting that, in XXX, “reanimate” is also used to mean “resuscitate”. The first edition occurred in May 2025, in XXX, and initially involved the unit’s staff—community health workers, dentists, nursing professionals, receptionists, and general services staff. Following positive results, the initiative expanded over five editions to include professionals from local health and education sectors. Each cohort had about 12 participants, ensuring close interaction and supervision. The activity consisted of two phases: a theoretical session using PowerPoint slides and instructional videos to address choking recognition, CPA signs, scene safety, activation of emergency services, and the BLS chain of survival; and a practical session using pediatric and adult manikins, bag-valve-mask devices, and peer simulations that enabled immediate technique correction. Strengths included small groups, multiprofessional participation, and realistic training materials. Limitations involved limited time for more complex scenarios and the absence of formal quantitative assessment.Providing recurring BLS courses within PHC, using active learning, multiprofessional engagement, and intersectoral participation, represents an innovative practice. Reports of continuous, structured BLS training with manikins directly in primary care settings are still uncommon.The experience highlighted the need for hands-on emergency training. Small groups and simulations improved learning and confidence. Future steps include expanding sessions, incorporating pre- and post-training evaluations, and promoting dissemination of BLS skills in schools and other community spaces.The continuity of the course demonstrates its educational relevance, strengthening autonomy, teamwork, and local emergency preparedness.The initiative reinforced PHC’s strategic role in BLS education and contributed to building a more prepared, resilient, and safer community.