State-Level Implementation of the Secondary Education Reform in Brazil

Between Conflict, Ambiguity, and Heterogeneity

Bibliographic Data

ID6235701
AuthorsGabriela Lotta (0000-0003-2801-1628, Fundação Getulio Vargas), Catarina Segatto (0000-0002-5094-8225, Universidade de São Paulo), Fernando Luiz Abrucio (0000-0002-3883-9915, Fundação Getulio Vargas)
Year2025
Volume19
Issue3
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBrazilian Political Science Review (JOURNAL)
Journal identifiersISSN: 1981-3821 • E-ISSN: 1981-3821
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1981-3821202500030006
OpenAlexW4414873149
SCIELO_PIDS1981-38212025000300204
LanguageEN
References cited24

This paper seeks to contribute to the understanding of variations in subnational policies and the factors that explain them. Some studies attribute these differences to the uneven distribution of state infrastructure and capacity at the subnational level, while others emphasize the role of policy legacies, actors, ideology, ideas, and networks to explain subnational policy variations. This study, analyses variations in policy changes in secondary education across Brazilian states and the factors that influenced them through a qualitative and comparative approach based on data collected through document analysis, survey, and in-depth interviews. The findings indicate that the high level of ambiguity and conflict in national guidelines led to significant variations in state policies. Subnational policies resulted from an intersection between horizontal cooperation, policy legacies, political leadership, and bureaucratic activism, though the influence of these factors varied across states

Education and Public Policy · Education Pedagogy and Practices · Global Educational Policies and Reforms

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