Conquista do serviço social na educação: uma discussão sobre a lei 13.935/2019

Abstract

The expressions of the social question have always been present in the Brazilian school context, either in the restricted access to certain groups of society, or in the lack of access or infrequency, given the objective conditions established for the production and reproduction of the capitalist system. The reflections of the corporate structure are still present in schools and among the most recurrent we can mention child labor, teenage pregnancy, drug use and trafficking, domestic and school violence, prejudice and intolerance, and more recently, due to the Covid-19 pandemic, the lack of access to technological means, made it impossible to access and stay in classes, as well as the continuity of studies. These expressions of the social issue must be identified and forwarded to the qualified teams, for the appropriate referrals to the protection networks. In view of this, the insertion of social service professionals is necessary in public schools, since these professionals are endowed with theoretical, technical and ethical knowledge, and articulate the technical-operative, theoretical-methodological and ethical-political dimensions in the exercise of their activities. This work proposes to analyze the creation of Law 13.935/2019, which provides for the insertion of social workers and psychologists in public schools of basic education, from its genesis as PL 3.688/2000, until its sanction, in December 2019, considering the historical aspects of the construction of Brazilian education policy, and the clashes faced by the Federal Council and by the Regional Councils of Social Service for the implementation of this law throughout Brazil.