Educação e Serviço Social: o experienciar de assistentes sociais no âmbito da política de Educação no município de Uberaba - MG

Abstract

The study addresses the role of Social Work in educational policy, exploring how social workers contribute to creating an inclusive and equitable educational environment. Situated in the context of Uberaba, Minas Gerais (Brazil), the research analyzes both the challenges and the potential of this professional practice, highlighting the author's practical experience as a social worker within the Municipal Department of Education. The main objectives of the study include identifying how social workers can enhance social policies in the school environment, highlighting the challenges of their practice, and proposing alternatives to build a fairer educational system. Additionally, the research aims to contribute to academic discussions on the integration of Social Work in education, a field where professional regulation remains limited. The analysis was conducted using a qualitative approach based on content analysis, complemented by semi-structured interviews with four social workers directly employed by the Municipal Department of Education of Uberaba (SEMED/Uberaba), selected at random. The interviews were organized into three thematic axes to structure the content analysis: Axis 1 refers to the work performed by social workers at SEMED/Uberaba; Axis 2 covers the challenges and potentials of social work practice in education; and Axis 3 addresses the dynamics of multiprofessional work within SEMED/Uberaba. These interviews highlighted the practices adopted and the challenges faced in the daily school environment. The collection of official documents, such as educational laws and resolutions, also supported a critical analysis of the integration of Social Work into local educational policies. The results reveal that social workers play a key role in mediating between schools, communities, and the State, by promoting social rights and addressing structural inequalities. However, challenges such as insufficient resources, lack of professional recognition, and the absence of specific public policies continue to limit their scope of action. One of the interviews emphasized how engagement with families and the implementation of socio-educational initiatives have contributed to the inclusion of students in vulnerable situations. These practices underscore the potential of Social Work as a driver of social transformation, capable of overcoming barriers to educational access. The study concludes that, while the integration of Social Work in education is essential, greater articulation among public policies, professional training, and institutional recognition is required. The author’s experience illustrates how a critical and reflective approach to social work can transform the school environment into a space for inclusion and social justice. The research reinforces the importance of consolidating this practice within the scope of educational policies, in order to foster actions that respond to societal demands in an integrated and sustainable manner.