Silva, Ísis de SiqueiraSilva, Stéfanie Aparecida Oliveira da2025-07-172025-07-172025-07-11SILVA, Stéfanie Aparecida Oliveira da. Formação do sanitarista e a inserção prática no SUS: uma análise dos projetos pedagógicos dos cursos de Graduação em Saúde Coletiva no Brasil. Orientadora: Ísis de Siqueira Silva. 2025. 34f. Trabalho de Conclusão de Curso (Graduação em Saúde Coletiva) - Departamento de Saúde Coletiva, Universidade Federal do Rio Grande do Norte, Natal, 2025.https://repositorio.ufrn.br/handle/123456789/64486This study aims to map the practical integration of undergraduate Public Health students into the health services of the Unified Health System (SUS), based on the analysis of Course Pedagogical Projects (CPPs). This is a descriptive documentary study that analyzed 22 CPPs from public higher education institutions in Brazil. Data were collected from public sources and systematized into a spreadsheet, with subsequent thematic analysis. The results showed that most courses meet the minimum workload of 3,200 hours established by the National Curricular Guidelines for Undergraduate Public Health Programs (DCNsCGSC), and 81.8% meet the minimum requirement of 500 hours for the Supervised Curricular Internship (ECS). Practical integration occurs primarily through ECS, practical activities, and non-mandatory internships. The main practical curricular components are mostly mandatory (91.2%) and are distributed throughout the undergraduate program, although some courses still concentrate practicals only in the final semesters. Practical settings include primary, medium, and high-complexity care, health surveillance, health management, educational settings, and community spaces, such as quilombos, villages, and indigenous communities. The activities developed range from situational diagnoses and health promotion actions to public policy monitoring. Furthermore, the study reveals progressive alignment with the DCNsCGSC and highlights advances in integrated training, although challenges persist, such as standardization of nomenclature, professional integration of graduates, and the shortage of preceptors in the field. The study highlights the need for future research that should incorporate the perceptions of coordinators, preceptors, managers, and students, seeking to improve the quality and effectiveness of the teaching-service integration. It is concluded that the teaching-service articulation has the potential to strengthen the training of Sanitarians and contribute to the strengthening of health care in the SUS, but still requires efforts for institutional consolidation and professional recognition.pt-BRAttribution 3.0 Brazilhttp://creativecommons.org/licenses/by/3.0/br/Projeto Pedagógico de CursoSaúde ColetivaGraduaçãoEnsino-serviçoSanitarista.bachelorThesis