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The research aims to understand, from the point of view of the preceptor, the practices of integration teaching-service-community experienced during the training in the Dentistry program. It is a qualitative, descriptive and exploratory study using the focal group technique. From the analysis of the data emerged four thematic categories: the construction of the identity of the preceptor of the Dentistry program; the preceptorship and its polysemy; the Family Health Strategy as a field of practice; and potentialities and weaknesses in teaching-service-community integration. The preceptors acknowledge the contributions of the teaching-service-community integration for the training in the Dentistry program. The role of the preceptor was pointed out as the facilitator of learning, who in exercising his function also experiences a constant theoretical update. The construction of the identity of the preceptors is realized as an unfinished process and strategies are pointed out so that the desired changes in the formation in Dentistry can be realized. The Family Health Strategy was realized as a field of practices that allows students to realize in reality how the system works. Potentialities were cited in the integration of the academics with Primary Health Care, such as the contact with the teaching staff and the occurrence of formative moments. However, greater efforts are needed throughout the academic environment, and greater involvement of management in stimulating pedagogical experiences consistent with the health needs of the country. The theme addressed in the present research opens the possibility for other studies in different institutions of higher education in the country that contribute to the understanding of the contributions of the teaching-service-community integration for the training in Dentistry.

Práticas de integração ensino-serviço-comunidade e a formação em Odontologia: possíveis conexões e fluxos no ensino na saúde