Abstract
Objective: Analyze the experiences and opinions of primary care of teachers, regarding the practice of teaching-service integration. Methods: This is a qualitative and descriptive research carried out at the University of Pará (UEPA), with teachers from the Management, Integration, Teaching and Community module (GIESC), through an interview with 15 questions using the technique of the content analysis. Results: The results obtained were relate to the lack of physical infrastructure and safety in the places of practice, lack of integration of teaching and assistance activities and absence of greater training of teachers and application of activities to the reality of the community. The activities of the GIESC should be more integrated to the assistance in the Health Units; the educational institution should be more participatory in developing mechanisms for improving places of practice and also in teacher training, the return to the community should be more focused on intervention and not just a diagnosis of reality. Conclusion: The teaching-service integration methodology is a good medical training strategy, allowing the achievement of the egress profile suggested by the guidelines, but which needs to be better adapted within UEPA, through better planning of activities and greater participation of the University in this process.