ABSTRACT:
This article intends to further concepts of interprofessionality and health care integration, in the light of contemporary philosophy, the theoretical construct of national and international researchers and the testimony of students in the health field about this matter. The methodology provides the study a qualitative character, whose philosophical theoretical support is based on discussions by Nietzsche, Foucault and Deleuze & Guattari, as well as field research, applied to 17 students starting undergraduate courses in the health area, through an interview on Google Forms digital platform. For data handling, the Content Analysis proposed by Bardin was chosen. The results indicate that interprofessionality is not a content or a technique to be taught, but attitudes to be developed both in the professional space and in health education, lined up by behaviors and interpersonal interactions for teamwork, in order to achieve integration of health care. The obstacles for implementation are related to the very establishment of the health field, the hierarchies installed as a device of domination, the spatialization of the disease, disregarding the human being and its complexity, and the ideological establishment of some concepts that need further delimitation for materializing themselves. It is concluded that there are no recipes or templates for the development of interprofessional education, nor universalizing concepts about the integration of health care and the result of this interaction. What do exist are doctrines, ontological and teleological principles that guide thoughts and actions, based on theoretical, cultural and social references associated with the experiences or emotions undergone.
Keywords:
Interprofessional Education; Integration in Health field; Higher Education; Philosophy