The COVID-19 pandemic generated unprecedented impacts on education, deepening historical inequalities and significantly compromising the learning process of thousands of students. In this context, the Municipal Education Network of Recife implemented the Learning Recovery Plan with the aim of mitigating the impacts caused by the prolonged period of remote learning, school interruptions, and difficulties in accessing pedagogical activities. In this regard, the objective of the research was to analyze the implementation process of the Learning Recovery Plan in Recife's Municipal Education Network in the post-pandemic context of COVID-19, from the perspective of the actors involved. To achieve this, the study adopted a qualitative approach, conducting interviews with 18 participants: 5 representatives from the Executive Secretariat of Pedagogical Management (SEGP) responsible for developing the plan, 12 school management professionals (Principals, Vice-Principals, and Pedagogical Coordinators) from Early Years Elementary Education units responsible for implementing the plan, and 1 representative from the Municipal Teachers’ Union of Recife’s Official Network (SIMPERE). Document analysis was also used. Discursive Textual Analysis was employed to analyze the interviews. The implementation of the Learning Recovery Plan in Recife was influenced by the international context and by a private consultancy linked to the Lemann Foundation. Considering the gaps left by the pandemic, the plan was seen as a "necessity"; nevertheless, it faced resistance from school leadership teams and the union, as it was “imported” rather than locally developed. According to interviewees, the plan supported student learning. On the other hand, it introduced changes in education policy by incorporating standardized assessments.