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RESUMO Introdução Mediante as transformações políticas, científicas e epidemiológicas, surgem novas demandas de cuidados e a necessidade de formar profissionais críticos frente aos problemas bioéticos. Objetivo Identificar as experiências de profissionais participantes de uma mesa interdisciplinar voltada ao processo ensino-aprendizagem em bioética. Métodos Estudo descritivo, de abordagem qualitativa, por meio da análise de conteúdo de Bardin, na modalidade análise temática. Resultados e discussão Foram entrevistados 11 profissionais de saúde e humanas, participantes dos debates promovidos numa universidade pública federal de Divinópolis (MG), Brasil. Dos relatos emergiram duas categorias de análise: “o debate interdisciplinar como ferramenta para o processo ensino-aprendizagem” e “perplexidade mediante a complexidade dos temas bioéticos”. Os profissionais ressaltaram a relevância dos debates, por possibilitarem a interlocução entre teoria e prática, e por vislumbrarem diferentes contextos e opiniões. Destacaram a necessidade de espaços de reflexão e discussão frente à complexidade dos temas. Considerações finais O debate em mesas interdisciplinares favorece o processo ensino-aprendizagem, oferecendo subsídios para o posicionamento dos profissionais e para uma tomada de decisão consciente frente aos problemas bioéticos da atualidade. ABSTRACT Introduction By means of the political, scientific and epidemiological changes, there have emerged new demands for care and the need to train professionals to play critical roles related to bioethical issues. Objective To identify the experiences of professionals who participated in an interdisciplinary panel discussion about the learning process in bioethics. Methods A descriptive study of a qualitative approach, using Bardin’s content analysis, thematic analysis mode. Results and discussion We interviewed 11 health and humanities professionals, participants in the debates held at a federal public university in Divinópolis, Minas Gerais, Brazil. Two categories of analysis emerged from the reports: “the interdisciplinary debate as a tool for the learning process” and “perpexity in view of complex bioethical issues”. The professionals highlighted the relevance of the debate, as it supported a dialogue between theory and practice and the consideration of different backgrounds and opinions. They highlighted the need for spaces for reflection and discussion, considering the complexity of the issues. Conclusion The debate through interdisciplinary tables favors the teaching-learning process, offering support for the placement of professionals and conscientious decision-making regarding contemporary bioethical issues.

Objective. The study aimed to understand the health of student experiences to participate in interdisciplinary discussions in bioethics and know the contributions of interdisciplinary methodological resource for the teaching-learning process at graduation.Methods. Descriptive study of qualitative approach in a public higher education institution of Divinopolis, Minas Gerais, Brazil.Results. Three categories of analysis were identified: “active methodologies in the training of a professional critic,” “interdisciplinary debate as facilitator reflection of bioethics” and “feelings and attitudes caused by the interdisciplinary debate.”Discussion. There was a lack of approach of bioethical contents in the health curriculum, and the adoption of active methodologies provides a better reflection in bioethics, but that requires changing paradigms of teachers and educational institutions. How to cite this article: Daniel JC, Pessalacia JDR, Andrade AFL. Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences. Invest. Educ. Enferm. 2016; 34(2)