Health Education enhances the learning spaces necessary for the academic and scientific development of health professionals in training, promoting comprehensive knowledge through the complementarity between what is referenced in theory and what is triggered in the practice of the profession. It is the academic, scientific and permanent training aimed at developing activities in the SUS. Thus, this doctoral thesis addresses Health Education in the Unified Health System (SUS), aiming to analyze the teaching of preceptors in multidisciplinary health residencies at the Teaching Hospital (HE) in the western Amazon region of Pará, in light of the principles of the SUS. The study adopted a qualitative, descriptive, case study approach, through bibliographic, documentary and field research. The target audience was composed of health professionals involved in the training process of Multiprofessional Residencies at HE, in an interinstitutional relationship with the State University of Pará (UEPA) in Santarém, PA, comprising coordinators, preceptors and tutors (2021-2023), active residents (R1 and R2 - 2022/2023), and graduates (2021/2023), whose sample is 124 participants. The data production instruments were: documentary analysis, interview, questionnaire and field diary and their treatment was carried out by Bardin's content analysis (2011) and data triangulation (MINAYO et al, 2005), allowing the appropriate inferences about the studied reality. The study was based on critical theoretical ideals of transformative education by Paulo Freire (1996), aligned with humanized training practice, assuming a participatory methodology in the theoretical light of Berbel (2011) and Veiga (2015); the references concerning pedagogical praxis from the perspective of didactic transformation, stand out Therrien (2006) and Gadotti (2004), among other authors, in dialogue with the official documents and legal normative framework of the area. The results demonstrate that preceptorship is fundamental for the development of Multiprofessional Health Residencies in HE, making it necessary to reflect on the teaching developed by these preceptors, since 89.2% of the preceptors themselves, 77.1% of the residents, 84.2% of the graduates and 90.9% of the tutors recognize that the preceptor exercises the teaching function in in-service teaching. It is also inferred that the pedagogical and technical aspects of interprofessional practice, based on humanized care, with an emphasis on the principles of the SUS, in addition to bringing quality to health education, have the preceptor teacher as the protagonist in this training. The coordinators confirm that preceptorship has been fundamental for the construction of in-service teaching, as this training converges to improve the quality of care provided in the Amazon region of Pará. It is confirmed that preceptorship is configured as teaching in care practice, making it urgent that preceptors have pedagogical training that favors didactic transformation in in-service teaching, understanding the preceptor-tutor-resident relationship aligned with the problematization of teaching action in patient care. The interinstitutional partnership between Proponent and Executor must be established from an educational base of participatory training in the teaching-learning process, corroborated by the involvement of all actors in this process. It is concluded by stating that teaching preceptorship in Health Education is fundamental for the consolidation of in-service teaching in the Amazon region of Pará, with a view to an academic training that considers the normative and organizational principles of the SUS in educational practice aimed at quality, humanized and participatory care.