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This article analyzes secondary education policies implemented in the Brazilian states of Ceara, Goias, Pernambuco and Sao Paulo, as well as their consequences on the improvement of educational indicators and on the increase or reduction of educational and social inequalities. To that end, it describes the model that founds these policies, which is organized by presuppositions of managerialism and articulated around the following: the creation of assessment and accountability policy systems; investment in the production and dissemination of curricular documents with a greater measure of prescription and detail; monitoring of pedagogical work in schools; a smaller investment in recruiting and training teachers; and, finally, a diversification of the offer in full and part-time systems (day school and night school). The analysis shows, among other findings, that offer diversification tends to favor the influence of social inequalities, turning them into school inequalities.

Políticas para o ensino médio: o caso de quatro estados