Interprofissionalidade no atendimento à pessoa com transtorno do espectro autista em Paulo Afonso - Bahia

Abstract

This research was developed within the context of the Girassol Extension Project, linked to the State University of Bahia, specifically the Department of Education at Campus VIII. The study involved discussion circles and workshops conducted with the working group of the Girassol Project, responsible for providing care to individuals with Autism Spectrum Disorder (ASD) in the city of Paulo Afonso. The primary objective was to analyze the interprofessional educational practices of the team. The investigation focused on the dynamics of actions carried out by professionals and interns in providing care to individuals with ASD, using action research as the method. The collected data were fully transcribed, allowing for the construction of dialogical maps. These maps revealed both the topics addressed and how participants discussed their practices. The analysis resulted in the formulation of five main categories: who we are; our history; multi/interprofessional practice; collaborative practices; and strategies. Additionally, the study outlined a historical overview of the concept of ASD, covering its evolution from early descriptions in psychiatry to contemporary classifications found in the DSM-5 and ICD-11. The research emphasized the importance of early diagnosis and interprofessional approaches, given the multiple factors characterizing ASD. In the results and discussions, participants reflected on their prior knowledge, revisited concepts, and critically analyzed their professional practices. Strategies were identified to address everyday challenges, and a digital portfolio was developed as a tool to facilitate communication, information sharing, and collaborative team integration. In the final considerations, the research highlighted the team’s evolving perception throughout the study, the evaluation of their practices, the identification of obstacles, and the pursuit of innovative solutions. It was concluded that interprofessional educational practices play a central role in improving care for individuals with ASD, fostering a more integrated, efficient, and reflective approach.