Public Education policies: the case of high school in the northeast region of Brazil

Abstract

The work aims to provide an analytical-conceptual debate on the impact of enrollments due to administrative dependence on the last stage of training in basic education. It was used a set of data compiled through the Census of Basic Education in Brazil from 1996 to 2018. The Northeast Region of Brazil is taken as a reference for analysis. Observing the equity principle to infer about public education policies, it was found that public education policies based on equity are a late and hybrid phenomenon. Also, that state action is reinforced as schooling expands and resources are guaranteed through equal access and equal treatment.