This research aims to apprehend the fundamentals of the Teaching in Service concept and its relationship with the training of social workers in the Multiprofessional Residenc Programs in Health at UFRN. The Multiprofessional Residency in Health programs have been regulated since 2005 in Brazil as lato sensu Postgraduate courses that aim to train workers for the Unified Health System from theoretical and practical activities, guided by the concept of Teaching in Service, through the insertion of professionals in health services. However, the organization of these programs, with regard primarily to the workload and theoretical axes, raises some concerns, such as the disproportionate Division between working and study time in the Health Residency Programs, which allocates 80% of the workload for practical activities and 20% for theoretical activities. This organizational format has directly implied long working hours for residents, whose professional exercise in these spaces is unprotected with regard to labor rights - as it does not constitute an employment relationship -, with the need to reconcile such activities with requirements and the short deadlines of the theoretical axes. Furthermore, we observe that the dimension of social control in health is almost non-existent as a field of training and participation of residents. From the analyses, we can infer that, despite configuring itself as an important space for training and practice in the field of health, there is a precariousness of work and training in progress, within the scope of Residency in Health programs, which is legitimized by the concept of Teaching in Service, whose orientation is configured as a trend in stricto and lato sensu graduate programs today. Thus, the expression of Teaching in Service refers to a training through work that is currently subverted due to neoliberal demands and assumes technical, pragmatic and lighter tendencies, expressing itself, therefore, as one of the inflections of the neoliberal Project in public higher education. Thus, we assume that the concept of Teaching in Service that underlies the Multidisciplinary Residency programs in Health presents itself as one of the ways of separating manual and intellectual work, especially from the process of work intensification. This process has a different impact on the training of Social Workers in these Programs, who are guided in their training and work by the Social Work Ethical- Political Project. Based on the historical-dialectical materialist method, bibliographic review, document analysis and an interview were used as methodological resources, carried out with a representative of the Potiguar Collective of Residencies in Health and with social workers who contributed to the programs of Multiprofessional Residency in Health at UFRN at the Hospital Universitário Onofre Lopes (HUOL) between 2012 and 2019, in the roles of tutoring, preceptorship and resident, in order to apprehend their conceptions about Teaching in Service and contributions from the Residence to professional training. Thus, we hope to contribute to the debate about Residencies in Health, given the theoretical gaps arising from the little discussion about the concept of Teaching in Service that permeates the Multiprofessional Residency programs and the insertion of social workers in this context, at the same time that we intend to thicken the debate on this theme in the academy and in the spaces for the organization of the category.