A inserção do/a assistente social na educação básica : a efetivação da Lei nº 13.935/2019 na Região Nordeste do Brasil

Abstract

The enactment of Law No. 13,935/2019, which provides for the provision of psychology and social work services in public basic education systems, represents a significant step forward in consolidating the right to education. However, its implementation varies across Brazilian states, particularly in the Northeast region, which is marked by profound social inequalities and limited funding for public policies. The overall objective of this study was to investigate the process of implementing Law No. 13,935/2019 in the state school systems of the Northeast region. To this end, the study sought to understand the social determinants that shape the current context of education in Brazil; to identify the strategies, programs, or actions developed by the states to facilitate the integration of social workers into public schools; and to compare the different stages of implementation across the states of the Northeast, highlighting factors that either facilitate or hinder compliance with the legislation. The study was grounded in dialectical historical materialism, understanding educational policy and the integration of social work as expressions of the contradictions of capitalist society and the struggles surrounding the guarantee of social rights. Methodologically, this is a qualitative and exploratory study conducted through bibliographic and documentary research, involving an analysis of legislation, regulatory acts, public notices, Official Gazettes, and institutional documents from the federal units of the Northeast. The data were organized and subjected to thematic content analysis. The results showed that eight of the nine Northeastern states have developed initiatives aimed at implementing Law No. 13,935/2019, albeit at different levels of institutionalization and scope. A predominance of temporary hires through Simplified Selection Processes was observed, along with a low number of available positions relative to the number of enrolled students, differences in policy regulations, work hours, and compensation, as well as the existence of a civil service exam only in the state of Pernambuco. It was also found that the absence of specific regulations in some states, the precarious nature of labor relations, and the limited institutionalization of multidisciplinary teams constitute obstacles to the full implementation of the legislation. It is concluded that, although Law No. 13,935/2019 has driven progress in the integration of social work into basic education in the Northeast, its implementation remains marked by regional inequalities and precarious employment conditions, highlighting the need to strengthen public funding, expand civil service exams, and consolidate permanent policies capable of ensuring the qualified work of social workers in state school systems.