CHALLENGES FOR MUNICIPAL PUBLIC ADMINISTRATION IN COMPLYING WITH LAW NO. 13.935/2019: THE INCLUSION OF PSYCHOLOGY AND SOCIAL WORK SERVICES IN BASIC EDUCATION

Abstract

This article analyzes the challenges faced by municipal public administration in complying with Law No. 13,935/2019, which mandates the provision of psychology and social work services in public basic education networks. This is a narrative literature review, with a qualitative approach and descriptive purposes, covering the period from 2020 to 2026, based on searches in the CAPES Journals Portal, SciELO, and BDTD databases, as well as official documents. The results show that the implementation of the law remains critically deficient: by September 2023, only 85 of Brazil’s more than 136,000 public schools were in compliance with the norm. The literature review identified three axes of structural obstacles: budgetary, involving the lack of clearly defined funding sources and the impact of changes introduced by Law No. 14,276/2021 on FUNDEB; administrative, marked by the absence of local regulation and adequate hiring procedures; and political, characterized by low prioritization of the issue by municipal administrations and the absence of effective monitoring and accountability mechanisms. In contrast, experiences such as the CVEDUC Itinerant Project in Amapá demonstrate that implementation is technically feasible when political will and a minimum institutional framework are in place. It is concluded that there are significant obstacles preventing the full inclusion of psychologists and social workers in public schools, something that proves essential for effectively ensuring quality education.