A implementação dos Núcleos de Acolhimento Educacional na Rede Estadual de Minas Gerais: possibilidades e desafios na atividade de assistentes sociais e psicólogos

Abstract

In this study, we investigate the integration of social workers and psychologists within the state public schools of Minas Gerais, focusing on the implementation of the Educational Support Centers (NAE). Our research problem addresses how this integration contributes to improving the school climate and, consequently, educational quality, while considering the historical challenges faced by basic education in Brazil, such as school dropout, violence, and low academic achievement. We established as our general objective to investigate how the integration of psychologists and social workers has been taking place within the state public schools of Minas Gerais. Specifically, we seek to: identify and analyze relevant legislation; understand the educational analysts' perceptions of their work within the Centers; understand the schools' perceptions regarding the program's implementation; examine the implementation, guidance, and monitoring of these centers by the Regional Education Superintendency; compare legal mandates with both the analysts' perceptions and the Superintendency's actions; and develop an educational product based on the research findings. Methodologically, we adopted an exploratory qualitative approach. Data collection involved documentary research, semi-structured interviews with psychologists and social workers active within the Centers and with the analyst responsible at the Regional Education Superintendency, as well as the administration of questionnaires to school principals and basic education specialists. We conducted the data analysis using Bardin's content analysis technique. Our findings reveal an evident mismatch of expectations within the school environment, where the institutional culture and a legacy of medicalization exert pressure for clinical and individualized practice, contrasting with the collective and institutional approach proposed by the centers. We noted that the itinerant nature of the work and structural overload limits the preventive scope of this public policy, forcing professionals into an eminently reactive practice. Conversely, we identified that the policy's strength lies in its interdisciplinarity and the agency of the professional duo, who articulate the "possible policy" within the local territory. The study culminates in the development of a Guiding Notebook, an educational product conceived as a mediating tool designed to bridge this gap in understanding, align professional practices, and strengthen integrated preventive actions.