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This paper presents the the first findings of a research on the implementation of educational policies in 23 public schools located in the six Brazilian biomes. The research works with three founder topics - educational policy, global citizenship and territorial diversity - seeking to identify their presence at school and adopts as a theoretical approach the analytical perspective inspired by Dale, Ball and Torres. As a methodological procedure, mixed research model and the study of multiple cases were used. The first approaches to the thopic show that each school is the result of a story that gives it an identity and defines how policies and initiatives are accepted or left behind. The school's relationship with global citizenship seemed fragile and ineffective in most establishments. It was also noticed that a significant number of schools have a low commitment to environmental issues and the sustainability of the surrounding territory. [ABSTRACT FROM AUTHOR]