One of the backbones of the National Education Law (LEN) No. 26.206/2006 is the achievement of greater equality throughout the educational system. To this end, compulsory education appears as the main novelty in policies on the secondary level (Gorostiaga, 2012) and a set of policies that accompany this process. Based on the LEN, each province established the political guidelines that it considered more specific to address the axis of equality. In this sense, in the Province of Santa Cruz, in addition to Provincial Education Law No. 3305, a new pedagogical organization was established in 2014, established in the academic regime of secondary education (Acdo. 075/14 Provincial Council of Education (CPE). The concept of "academic regime" as proposed by Baquero et al. (2009) is a construction that systematizes significant aspects of the school experience that members of secondary schools must follow. We start from the consideration of Camilloni (1991), who understands the academic regime as the set of regulations on the organization of students' activities and on the demands to which they must respond. In the study that we present here, we are interested in describing the implementation dynamics (Ball, Maguire & Braun, 2012) of the academic regime at the school level. We maintain that policies can be incorporated into institutions without generating significant or concrete changes, or they can generate changes that are sometimes unintended. As Ball (1994) puts it, educational policies are interpreted by each school, which leads to different ways of working, due to the particularities of each context. We consider that a relevant factor in the implementation of educational policies is the context since, as stated by Ball, et al. (2012), "objective" conditions and their interpretation in "subjective" ways must be considered. This is because resources, whether material, structural or relational, influence the interpretation of policies. The academic regime, according to Baquero et al. (2009), it is not an instrument present in the school tradition but a construct that has become necessary due to the complexity of the network of explicit and tacit regulations that structure the experience and affect the school trajectory.
