The medical training in Brazil has recognized the hospital as the place par excellence for the practice of student learning - emphasizing the hard technologies and procedures - to the detriment of primary health care, although that is admittedly capable of resolving 80% of health problems. Although this scenario comes to change, gradually, in the twenty-first century, especially after the publication of the National Curriculum Guidelines for the medical undergraduate course, there are still doubts about the best ways to enable successful integration. Based on these assumptions, the scope of this paper is to contextualize this debate and proposals for achieving teaching-learning processes in primary care.