<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982022000100129</article-id>
<article-id pub-id-type="doi">10.1590/0102-469826460</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO INTERPROFISSIONAL E INTEGRALIDADE DO CUIDADO: UMA LEITURA FILOSÓFICA CONTEMPORÂNEA DOS CONCEITOS]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN INTERPROFESIONAL E INTEGRALIDAD DEL CUIDADO: UNA LECTURA FILOSÓFICA CONTEMPORÁNEA DE LOS CONCEPTOS]]></article-title>
<article-title xml:lang="en"><![CDATA[INTERPROFESSIONAL EDUCATION AND HEALTH CARE INTEGRATION: A CONTEMPORARY PHILOSOPHICAL READING OF CONCEPTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIANA]]></surname>
<given-names><![CDATA[SIMONE BEATRIZ PEDROZO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[HOSTINS]]></surname>
<given-names><![CDATA[REGINA CÉLIA LINHARES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982022000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982022000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982022000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo tem por objetivo aprofundar conceitos de interprofissionalidade e integralidade do cuidado, à luz da filosofia contemporânea, do constructo teórico de pesquisadores nacionais e internacionais e do depoimento de estudantes da área da saúde sobre a temática. A metodologia confere ao estudo caráter qualitativo, cujo suporte teórico filosófico está alicerçado nas discussões de Nietzsche, Foucault e Deleuze &amp; Guattari, assim como na pesquisa de campo, aplicada a 17 estudantes ingressantes em cursos de graduação da área da saúde, mediante entrevista pela plataforma digital Google forms. Para tratamento dos dados, optou-se pela Análise do Conteúdo proposta por Bardin. Os resultados indicam que a interprofissionalidade não é um conteúdo ou uma técnica a ser ensinada, mas atitudes a serem desenvolvidas tanto no espaço profissional como no ensino em saúde, pautadas por comportamentos e interações interpessoais para o trabalho em equipe, de modo a alcançar a integralidade do cuidado. As dificuldades para efetivação vinculam-se à constituição do campo da saúde, às hierarquias instaladas como dispositivo de dominação, à espacialização da doença desconsiderando o ser humano e sua complexidade e à forma ideológica como se deu a construção de alguns conceitos que necessitam de maior delimitação para se tornarem realidade. Conclui-se que não há fórmulas ou modelos para o desenvolvimento da educação interprofissional, tampouco conceitos universalizantes sobre integralidade do cuidado e o produto dessa relação. O que existem são doutrinas, princípios ontológicos e teleológicos que guiam pensamentos e ações, a partir de referenciais teóricos, culturais e sociais associados às experiências ou sentimentos vivenciados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Este artículo tiene como objetivo profundizar los conceptos de interprofesionalidad e integralidad del cuidado, a la luz de la filosofía contemporánea, el constructo teórico de investigadores nacionales e internacionales y el testimonio de estudiantes del campo de la salud sobre el tema. La metodología da al estudio un carácter cualitativo, cuyo sustento teórico y filosófico se fundamenta en las discusiones de Nietzsche, Foucault y Deleuze &amp; Guattari, así como en la investigación de campo, aplicada a 17 estudiantes que ingresan a cursos de pregrado en el área de la salud, a través de una entrevista por la plataforma digital Google Forms. Para el tratamiento de los datos se eligió el Análisis de Contenido propuesto por Bardin. Los resultados del estudio indican que la interprofesionalidad no es un contenido ni una técnica a enseñar, sino actitudes a desarrollar tanto en el espacio profesional como en la educación para la salud, a partir de comportamientos e interacciones interpersonales para el trabajo en equipo, con el fin de lograr un cuidado integral. Las dificultades que se relacionan con su efectividad están ligadas a la constitución del campo de la salud, a las jerarquías que se han instalado como dispositivo de dominación, a la espacialización de la enfermedad desconsiderando al ser humano y su complejidad, y a la forma ideológica en la que ocurrió la construcción de algunos conceptos que necesitan una mayor delimitación para convertirse en realidad. Se concluye que no existen fórmulas o modelos para el desarrollo de la educación interprofesional, ni conceptos universales sobre la integralidad del cuidado y el producto de esta relación. Lo que existen son doctrinas, principios ontológicos y teleológicos que orientan pensamientos y acciones, basados en referencias teóricas, culturales y sociales asociadas a las experiencias o sentimientos vividos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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 &amp; 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Interprofissional]]></kwd>
<kwd lng="pt"><![CDATA[integralidade em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="es"><![CDATA[Educación Interprofesional]]></kwd>
<kwd lng="es"><![CDATA[Integralidad en Salud]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Filosofía]]></kwd>
<kwd lng="en"><![CDATA[Interprofessional Education]]></kwd>
<kwd lng="en"><![CDATA[Integration in Health field]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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