A implementação da Lei nº 13.935/2019 no Tocantins: caminhos da inserção do Serviço Social na educação básica

Abstract

This research analyzes the process of insertion of social workers into basic education policy within the public state education system of Tocantins, based on the implementation of Law No. 13,935/2019, which provides for the provision of Psychology and Social Work services in public basic education systems. The general objective of the study was to map the professional insertion of social workers in the state education system of Tocantins from 2020 to 2025, identifying the advances, challenges, and particularities arising from the implementation of the aforementioned legislation. The research is grounded in the central categories of Social Work, Education, and Public Policies, considering education as a social right and a strategic space for guaranteeing rights and addressing expressions of the social question. Methodologically, the study adopts a quantitative and qualitative approach, with descriptive and analytical objectives, developed through bibliographic and documentary research. Academic productions on Social Work in education, educational legislation, and institutional documents from the State Department of Education of Tocantins (SEDUC-TO) and the Regional Council of Social Work of the 25th Region (CRESS-TO), as well as official data related to basic education, were analyzed. The results show that, although Law No. 13,935/2019 represents an important normative advance toward the consolidation of multidisciplinary teams in basic education, its implementation has occurred unevenly and has been marked by structural challenges. In Tocantins, the more effective insertion of social workers into the state education system was found to have occurred from 2022 onward, through the organization of the Socio-Psycho-Pedagogical Triad. It was also observed that professional practice remains constrained by limitations related to the number of professionals, the territorial scope of service provision, and the centralization of actions within the administrative structures of the Department of Education. It is concluded that the implementation of Law No. 13,935/2019 in the state represents an important advance in strengthening educational policy and multidisciplinary practice, although it still requires the expansion of institutional conditions and the professional workforce for its full implementation.