Educational inequality is still a major challenge for countries like Brazil, which have historically lagged behind in the equitable distribution of educational opportunities. This thesis aims to understand the management of the implementation of policies to tackle educational inequalities at Colégio Pedro II. The results achieved in terms of access and permanence of students who enter through these policies were considered and the actions developed by the institution s management to support the permanence and academic success of students with different conditions in terms of socioeconomic origin, race/color, housing, previous schooling and cultural background were analyzed, seeking to overcome educational inequalities. Our starting point was the following guiding question: What actions and strategies do the school management teams at each campus of Colégio Pedro II adopt to ensure that their students not only have access, but also academic success in their school trajectory at this prestigious public school? The analysis is developed in dialogue with the literature on school management, implementation of public policies and studies on educational inequalities. From a methodological point of view, two units of Colégio Pedro II, a federal basic education institution located in the state of Rio de Janeiro, were studied using a qualitative approach. The research was based on a documentary analysis of the material available on the institutional website, complemented by semi-structured interviews with various implementing agents who compose the school management team in each selected unit. The results showed that students, including those who benefit from public policies aimed at democratizing access to the school, can be considered, to a certain extent, to be quite selected, given the difficulties of the selection process by public exams and even by lottery. Even so, social inequalities persist and sometimes translate into educational inequalities, and the school management is challenged to implement inclusion and assistance policies to ensure that all students remain in school successfully. This analysis shows that the democratization of access to a quality public school still faces significant challenges - particularly for the management teams - to ensure the success of all students in school.