Interprofessional Education (IPE) has been considered a key strategy in training processes for resolutive and comprehensive healthcare, both in undergraduate and graduate settings, developing abilities for work in multiprofessional teams. IPE consists of an â€œintervention in which members from more than one health-related profession learn jointly, in an interactive way, with the explicit purpose to improve interprofessional collaboration or the health/well-being of patientsâ€ (Reeves et al., 2013, p. 4). This paper gathers reflections on IPE experiences in undergraduate programs at the Federal University of Rio Grande do Sul (UFRGS) and in specialization graduate studies, modality Integrated Residency in Healthcare at Grupo Hospitalar ConceiÃ§Ã£o (GHC), Porto Alegre, Rio Grande do Sul, Brazil. The UFRGS experience is based on an educational activity characterized by multiprofessional sharing in Primary Healthcare practice settings among students and professors from fourteen programs in the health area. Integrated Health Residency gathers professionals from different undergraduate programs and shapes, in the in-service training process, daily experiences connecting training and reflection on the multiple work processes in health teams, concomitantly allowing knowledge and technologies to be produced and to circulate. In both experiences, structured through active learning methodologies, there is the presence of facilitators who monitor and advise students/professionals in the course of their training. The interaction among different fields of knowledge/practices is highlighted, and the roles and abilities of other professions are learned, which stimulates collaborative teamwork. KEYWORDS: Health Systems. Education. Primary Health Care. Public Health Workforce. KEY MESSAGES 1.Collaborative teamwork is stimulated. 2.Knowledge and technologies are produced and circulate. 3.Intevention in which members from Public Health Workforce learn jointly to improve the well-being of subjects and communities.