Desafios e potencialidades no processo de implementação dos núcleos de acolhimento educacional (NAE) em escolas estaduais de Minas Gerais

Abstract

This study, developed within the scope of the Professional Master’s Program in Management and Evaluation of Education (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), presents a management case addressing the implementation of the public policy of Educational Support Centers (NAEs) in state schools in the municipalities of Belo Horizonte, Caeté, Nova Lima, and Sabará, which fall under the jurisdiction of the Metropolitan A Regional Education Superintendence. The centers are composed of pairs of professionals in psychology and social work. This study aimed to analyze the main challenges and potentialities observed during the implementation of the centers in the schools of SRE A, based on the perspectives of the professionals involved in this process: psychologists, social workers, regional analysts, and school principals. The research process began with a documentary analysis using sources such as current legislation, guiding documents from the State Department of Education (SEE), documents produced by Federal and State Psychology and Social Work Councils, and documents produced by analysts, psychologists, and social workers of the NAEs, accessed through the digital archive (drive) of the Pedagogical Directorate of SRE A, which is responsible for monitoring and advising the NAE professionals. Subsequently, semi-structured interviews were conducted with a sample of participants, including two regional analysts who serve as focal points for the NAE topic, three psychologists, three social workers from the centers, and six principals from hub schools. Data analysis was guided by key themes: the role of school psychology and social work professionals in educational units, linked to the practical context of the Policy Cycle framework proposed by sociologist Stephen Ball and his collaborators. The results revealed that the NAE policy was implemented in state schools with significant gaps. The main challenges identified include the lack of adequate resource allocation, insufficient infrastructure and equipment, inadequate working conditions, the high number of schools assigned to each team, and the lack of universal access to the service. Despite these challenges, the research highlighted some potentialities, such as improved collaboration with support networks, better school climate, and a reduction in factors like school dropout rates, demonstrating that this policy holds social relevance.