Interdisciplinarity between Speech-Language Pathology and Dentistry: Challenges in Academic Training

Comprehensive and humanized healthcare does not fragment the individual into separate parts but rather seeks to understand them as an indivisible, interconnected whole. When it comes to the fields of Speech-Language Pathology and Dentistry, both of which operate directly on the stomatognathic system, this “mutual exchange and reciprocal integration” -as defended by Piaget [1] becomes imperative. In this context, it is also worth highlighting the perspective of Gusdorf [2], who stated that interdisciplinarity involves “transcending one’s own specialty, becoming aware of its limitations in order to incorporate contributions from others.” This allows for the full exploration of the potential of each discipline, promoting greater diversity and creativity in practice. As a professional and educator in both programs, I observe that undergraduate training in Speech-Language Pathology more explicitly embraces this interdisciplinary approach. There is a growing interest in engaging in other fields of knowledge-particularly with Dentistry-especially in areas involving Orofacial Myofunctional Therapy. However, within the current structure of dental education, there are still many horizons to be expanded, despite notable progress in some higher education institutions. When aiming for balance, harmony and quality of life for individuals and populations, the inseparable relationship between form and function must not be overlooked. Collaboration through research and outreach projects creates shared experiences and scientific evidence that clearly demonstrate the value of interdisciplinary work.

Dentists, especially those working within the Brazilian Unified Health System (SUS), are increasingly participating in collaborative actions, joint consultations and group planningmoving significantly away from the isolated, traditional private-practice model. For Speech- Language Pathology, interprofessional collaboration is naturally part of achieving goals. In Dentistry, however, team-based approaches are still under construction and need further strengthening. It is essential to recognize that in interdisciplinary work, the knowledge domain is a collective construction-one that must be encouraged across various health contexts. This approach fosters shared responsibility among professionals and creates an ongoing, dialogical dynamic that requires openness to consensus and maturity to engage with differing viewpoints and skill sets. As a proposal to address the structural challenges within higher education in Dentistry, it would be beneficial to provide greater openness for Speech-Language Pathology faculty to become active members of dental teaching teams-both in theoretical and practical instruction. Strengthening these bonds over time, with continuous analysis and adjustment, can contribute meaningfully to an integrated educational process.

1. Silva L, Bueno FM, Monteiro PDBSCO (2024) Interdisciplinarity in human development and in the vocational education learning process. Contemporary J 4(10): 1-14.
2. Fazenda ICA (2003) Interdisciplinarity: History, theory and research. (11^th edn), Papirus, Campinas, Brazil.