Desafios e possibilidades da implementação do Núcleo de Acolhimento Educacional – NAE - na Superintendência Regional de Ensino de Janaúba/MG

Abstract

This study aims to analyze the implementation process of the Educational Support Center – NAE - in the Regional Education Superintendence of Janaúba, seeking to identify the challenges and possibilities of the public policy that includes psychologists and social workers in public schools, specifically in state schools in Minas Gerais. Brazil has great cultural and social diversity and several social problems afflict the population, triggering issues that affect the school environment and the teaching and learning processes. In this context, the inclusion of these professionals in schools has a lot to contribute to improving relationships and processes within the school. Issues that go beyond pedagogical resolutions (many of them with social and psychological impact) end up accumulating in the school environment, often without a solution. Those responsible, teachers and administrators often do not have the necessary knowledge to intervene and act in the face of such a complex reality in which, in some situations, they themselves need this care and support. The general objective of this research is to investigate and analyze the implementation of the policy that included psychologists and social workers in public schools, examining their difficulties and possibilities. The research also seeks to describe the context in which the policy was implemented in the SRE, its regulations, guidelines and monitoring; to analyze the implementation of the NAE, its potentialities and difficulties; and to propose coordinated actions to achieve better results, systematize the actions of the center and minimize difficulties, in addition to preventing problems. The research is a qualitative case study. It begins with a documentary survey to collect evidence. Semi-structured and structured interviews will be used with members of the center, school professionals, such as principals and the person responsible for the NAE in the SRE. Its methodological basis is supported by the policy cycle and intersectorality