In the pandemic scenario, schools have had to adopt remote teaching, breaking with face-to-face teaching. In this sense, public school students have faced numerous challenges related to the precarious conditions regarding technological resources to follow classes, which has caused difficulties in the students' learning process. The research aims to analyze the effects of the Learning Recovery Plan for the Recife Municipal Education Network, implemented in 2022 after the COVID-19 pandemic. The aim of this plan was to mitigate the learning gaps left by the pandemic for students in the Early Years and Final Years. It has come to be seen as an integral part of the teaching and learning process, with a view to developing the learning that students need and have not consolidated, and which is fundamental for progress in school. With this in mind, the research aims to hear from high school students in the state school system who have gone through this process of “recomposition”. Teachers will also be interviewed in order to identify these effects. To this end, the specific objectives will be: 1. to understand the formulation process in the global and national context that influenced the Learning Recovery Plan; 2. to analyze the design and guidelines of the Learning Recovery Plan for the post-pandemic context. 3. analyze the perceptions of teachers and students in the second year of high school about the effects of the Learning Recovery Plan on their school career. The qualitative approach will focus on the meanings produced by the subjects who will be the target audience of the research Chizzotti (2018); Minayo and Costa (2018). For the analysis, the theoretical foundation of the policy cycle approach as an analytical reference of educational policy developed by Ball and Bowe (1992; 1994), with reference to the conceptions presented by Mainardes (2006; 2018). Bibliographic research will be used in order to identify productions on the subject of the recomposition of learning and the global context of influence on the formulation of the plan. We will also use the learning recovery plan as the document to be analyzed. We also intend to carry out semi-structured interviews with the people responsible for implementing the plan, with the students who are in the second year of high school and have been through the Recomposition Plan, and with the respective teachers from the state school system.