Effects of changes in a multi-level implementation context: Analysis of the brazilian high school reform

Abstract

The article seeks to understand how exogenous changes are impacted by implementation contexts established in each place. Based on the analysis of Law 13.415/2017, which reforms High School in Brazil, it verifies how the federal changes proposed by this policy caused alterations in the states and how the local contexts also generated changes in the reform itself. The article is based on a qualitative investigation that monitored the effects of the publication of the Law and the beginning of the process of implementing the reform in the 26 states and the Federal District over two years. The empirical case was analyzed based on the variables of conflict and ambiguity that characterize the contexts of implementation. The article contributes to the literature on the implementation of public policies, reforms in public administration, and education policies.