EXPANSION OF SOCIAL WORKERS IN VULNERABLE AREAS: PATHWAYS TO THE IMPLEMENTATION OF PUBLIC POLICIES

Authors

  • Maria Edvânia Alves da Silva UNIFAVENI
  • Ismael Santos Araújo UNIFAVENI

DOI:

https://doi.org/10.51891/rease.v11i12.23092

Keywords:

Social Assistance. Social issues. State. Federal Constitution.

Abstract

Given the difficulties faced by vulnerable populations in accessing social rights, this study aims to: analyze social struggles, the role of social services and public policies related to the services provided by the Social Assistance Reference Center (CRAS). The research was carried out through a bibliographic review, focusing on authors such as [Iamamoto, Netto, Marx and Engels...], using databases such as, legal documents, IBGE data, and materials discussing the importance of ensuring the common good and social inclusion. The analysis revealed that the limited number of social workers in vulnerable areas directly impacts the effectiveness of services provided, hindering the population's access to the benefits offered. It also highlights the need to strengthen public policies to expand coverage and quality of care. Although social services in Brazil have made progress, they still face significant challenges. such as precarious working conditions and insufficient resources. The results indicate that increasing the number of professionals and improving management strategies are essential to ensuring the promotion of social rights. This study contributes to the debate on the importance of social mobilization and committed professional action in creating a more equitable and inclusive society.

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Author Biographies

Maria Edvânia Alves da Silva, UNIFAVENI

Bacharelanda em Serviço Social pela UNIFAVENI. 

Ismael Santos Araújo, UNIFAVENI

Professor Universitário da UNIFAVENI.

Published

2025-12-11

How to Cite

Silva, M. E. A. da, & Araújo, I. S. (2025). EXPANSION OF SOCIAL WORKERS IN VULNERABLE AREAS: PATHWAYS TO THE IMPLEMENTATION OF PUBLIC POLICIES. Revista Ibero-Americana De Humanidades, Ciências E Educação, 11(12), 4146–4158. https://doi.org/10.51891/rease.v11i12.23092