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This article aims to analyze how secondary education schools in four Brazilian states – Ceara, Goias, Pernambuco and Sao Paulo – react to the policies designed by state central agencies. The reactions – collected from the accounts of principals, pedagogic coordinators, teachers and students – are presented according to five dimensions of the common model that organizes policies in the four states: offer diversification; curriculum; assessment of academic performance results; monitoring of the teaching-learning process; and teacher training/recruiting. The analysis showed that the effects of policies on schools are not always the expected ones. Diversification in the conditions of secondary education offer aggravated service inequalities, evidencing the need for policies focused on promoting equality.

Reações das políticas educacionais estaduais nas escolas: um estudo de caso em escolas do Ceará, Goiás, Pernambuco e São Paulo