Educação interprofissional e integração ensino-serviço-comunidade: um olhar reflexivo sobre a vivência no PET-saúde

Abstract

The National Curriculum Guidelines for Undergraduate Medical Courses emphasize the need for generalist, humanized, critical, and reflective training, aligned with the principles of the Brazilian Unified Health System (SUS). This study presents a reflective narrative and a grounded experience report on the experiences developed within the Education Program through Work for Health (PET-Health) during medical school at the Federal University of São Carlos (UFSCar). The study encompasses participation in two consecutive editions of the program: PET-Health Equities (2025), focused on conducting Culture Circles with educators in a school environment, and PET-Health Climate (2026), aimed at a playful approach to sustainability and ecosystems with children aged 4 to 6 years in a Municipal Early Childhood Education Center (CEMEI). The primary objective is to analyze how participation in PET-Health and the practice of light and interprofessional technologies influenced the construction of medical identity and the reorientation of professional practice. The methodological approach was based on the systematization of field journals and training narratives, articulated with theoretical frameworks of Interprofessional Education, Collective Health, Paulo Freire's Critical Pedagogy, and the concept of One Health. The study demonstrates that teaching-service-community integration and interprofessional collaborative work are powerful mechanisms for overcoming the traditional hospital-centered and prescriptive biomedical model. The transition from listening to adults to using playful children's language in the school environment fostered sensitive communication skills, a broader perception of Social and Environmental Determinants of Health, and the strengthening of the future physician's ethical and social commitment to comprehensiveness and equity within the SUS.