Direito à educação: desafios e perspectivas para o profissional do serviço social no contexto educacional

Abstract

This research investigates the role of social workers in Brazilian basic education, analyzing the challenges and opportunities arising from structural inequalities and neoliberal contradictions. The study reflects on how the neoliberal model, by prioritizing the market over the role of the state, deepens educational inequalities and limits access to quality public education. The study adopts a qualitative approach with documentary analysis, triangulating legislative data, political-pedagogical projects (PPPs) from the perspective of social workers working in state basic education in the municipality of Miracema/TO, as well as school reports from Miracema/TO. It identifies progress, such as Law 13.935/2019, which includes social workers and psychologists

in basic education, and promising initiative s, such as Active School Search and socio- emotional interventions, which show a positive impact on reducing school dropout

rates and promoting educational inclusion. The results highlight structural challenges, such as precarious infrastructure, public underfunding, and the lack of continuous professional development. Social Work is recognized as essential in mediating between school, family, and community, contributing to addressing social issues such as violence, exclusion, and school abandonment. The dissertation concludes that ensuring the right to education requires intersectoral public policies, greater investment in infrastructure, and the recognition of Social Work. The social worker plays a transformative role in promoting social justice and educational equity, overcoming the barriers imposed by neoliberalism and ensuring accessible and inclusive public education as a fundamental right.