ABSTRACT
This study aimed to analyze the changes in training induced by the Education through Work for Health Program (PET-Saúde), Interprofessionality edition, and to identify whether the assumptions of Interprofessional Education (IPE) and collaborative practices are being applied in the development of projects. This is a qualitative, descriptive, and exploratory case study, developed in the state of Rio de Janeiro. Open interviews were carried out with 32 actors working in the program, whose contents were analyzed in the light of the theoretical-methodological framework of IPE. Three categories were produced: PET-Saúde/Interprofessionality as a constructive dynamics of collaborative practices; Interprofessionality as a foundation for structuring curricula and pedagogical practices; The evaluation mechanisms of PETSaúde/Interprofessionality. The Interprofessionality edition triggered assertive experiences from the application of the assumptions of IPE and collaborative practices, such as induction of curricular reforms and the creation of interprofessional disciplines; however, it still does not represent a policy incorporated by teaching institutions. Special attention must be given to the evaluation processes, which are very incipient, and to the sustainability of the advances achieved, which require political and institutional support. PET-Saúde has progressively contributed to changes in teaching and to the dissemination of concepts and assumptions that guide IPE.
KEYWORDS
Universities; Teaching care integration services; Interprofessional education; Interdisciplinary placement.