This paper discusses comprehensiveness as the guiding axis in the formation of health professionals of the National Health System (SUS), as it is one of the guidelines required by the Federal Constitution for public healthprocedures and services. This study emphasizes that professional formation, from a comprehensive perspective, has been subject of little concern considering its relevance. The study approaches the diverse meanings of comprehensiveness and the existing connections between this concept and the paradigmatic changes that have been occurring in health formation. It includes a review about the conceptions of curriculum and permanent education, focusing on the issue of formation from a comprehensive perspective. The study uses bibliographical review and collective discussion, performed by professionals from a SUS public health school. The conclusion illustrates that formation within the perspective of comprehensiveness includes the following guiding axes for its creation promotion, prevention, rehabilitation, and treatment, comprehensive conception of the human being, multidisciplinary approach, comprehensive care, inclusion of the affective domain in the learning process, development of a dialogue capacity, generalistic views, knowledge of individual assistance and collective health, fields of practical activity considered as space for the teaching-learning process, permanent education, knowledge about the SUS system, and health policies(AU)