ABSTRACT
This study analyzes the implementation of remote education in the state of Minas Gerais in the context of the Covid-19 pandemic, based on an emergency public educational policy - the Regime Especial de Atividades Nao Presenciais [Special Regime for Non-Attendance Activities] (REANP). The concept of institutional implementation arrangement is used as a theoretical-methodological framework in the analysis of educational policy. The methodological approach is qualitative and consists of document analysis, through content analysis, based on legislation and REANP manuals. It is also complemented by an exploration of quantitative data from the Pesquisa Nacional por Amostra de Domicilios Continua [Continuous National Household Sample Survey] (Continuous PNAD). The results show a difficulty in implementing the REANP public policy due to the significant digital inequality with regard to access to the internet, open TV channel and ownership of equipment, which are essential resources for the implementation of REANP and can accentuate educational inequalities in public schools of the state of Minas Gerais.