This thesis aims to document the actions taken by the governments of Acre, Pará, Amazonas, Roraima, Bahia, Pernambuco, Sergipe and Piauí to provide education to students in their high school networks during the period of suspension of faceto-face classes, in the context of the Covid-19 pandemic. Thus, it recovers the history of part of the actions of eight state departments of education, based on previous studies and the survey of legal measures and emergency educational actions published on the institutional websites of the departments of these states and on Portal do Consed (Conselho Nacional de Secretários de Educação), in the period of suspension of face-to-face classes between March 2020 and July 2021. During this period, initiatives were even registered that, even before the context of the pandemic, continued in the two years of school closures. The selected states form four pairs with contrasting socioeconomic and educational indicators and are part of the two regions with the lowest development rates. The educational actions promoted by these eight states during the pandemic were organized into two axes that bring together, respectively, policies and programs of a pedagogical nature and of a social and socio-emotional nature. The axis that brings together state initiatives of a pedagogical nature includes eight dimensions, with subdivisions, which express content specific to each state, namely: suspension of classes; access to technologies for remote teaching; training of education professionals; active search; inclusive education; education and diversity; actions involving the school curriculum and assessment. Taken together, these dimensions concern state initiatives focused on curricular and teaching issues that are at the heart of pedagogical efforts to ensure student learning. The second axis brings together state initiatives of a social and emotional nature and includes six dimensions that express the support of education secretariats and state governments to students, family members and teachers during school closures, namely: support for vulnerable families; food; family-school relationship; emotional support; safety; school bus. The research has hypothesized that, even in the context of less developed regions, states that are richer and with better development indicators and results in the Ideb would tend to mobilize earlier and promote better educational initiatives during school closures, in contrast to states with lower socioeconomic and educational indicators. The results did not confirm our hypothesis, since there are important variations in the offer of emergency educational actions that are not related to the level of socioeconomic and educational development of the state under analysis. For example, in the resumption of classes in the remote modality, Pará, the highest GDP in the North Region, and Piauí, the second lowest GDP in the Northeast Region, took almost the same time to implement online learning and resume classes, less than 10 days. Bahia, the richest state in the Northeast, took more than three months to offer distance learning. Sergipe and Piauí, the two poorest states in the Northeast, were the ones that developed teacher training measures the most, surpassing the richest states, Pernambuco and Bahia. Pernambuco was the state that most invested in Busca Ativa actions, in contrast to Sergipe, Piauí, Roraima and Pará. Pará was the state that least presented support actions involving technological resources for students and teachers, followed by the state of Amazonas, while Piauí made greater investments in this dimension, followed by Pernambuco and Sergipe. However, in addition to these variations, the most important finding of this research concerns the significant number and the dual nature, both social and pedagogical, of the measures that state departments were able to promote in the context of school closures.