Desafios do serviço social na educação básica: entre a conquista da lei 13.935/2019 e a ofensiva ultraneoliberal do capital.

Abstract

This dissertation enables a discussion about Social Service in Education Policy and aims to analyze the challenges and potential for the implementation of Law 13.935/2019. To this end, we proposed to understand the object from a conception of totality, based on the critical dialectical perspective, anchored in Marx's method, which provides a better analysis of contemporary social dynamics. We used bibliographical research on the theme of neoliberalism, Education Policy and the role of Social Services in Education and documentary analysis – especially through studies carried out by the Institute of Applied Economic Research (IPEA); the Siga Brasil Platform; in research reports from the Study and Research Group on Social Services in Education (GEPESSE) and the Federal Council of Social Services (CFESS). In this way, we seek to delve deeper historically into the insertion of social services in basic education, with the purpose of capturing the main developments of the Bolsonaro Government in light of the achievement of Law 13,935/19. As a result of this analysis, the aforementioned research demonstrated that there is an unequal distribution of Fundeb resources; the Southeast region has half of the social workers inserted in basic education in the entire Brazilian territory and receives the largest share of the resources. The Northeast region is the largest, but does not have the number of social workers compatible with its territorial size and receives a significantly smaller share of resources, when compared to the Southeast Region. We also highlight that, despite the difficulties, the categories of Social Service and Psychology continue to fight and the preparation of scientific works about the trajectory of the Law and its concrete and effective implementation, following the ethical and normative precepts of the Social Service profession, strengthens this fight.