Public-private partnerships in education in Brazil: a comparative analysis between Minas Gerais and brazilian states

Abstract

Public-Private Partnerships (PPPs) have become established as a public policy instrument in Brazil since Law No. 11,079/2004, progressively expanding into the education sector. Although the national literature shows increasing production on the subject, there is a predominance of isolated case studies, with limited comparative analysis between different state experiences — a particularly critical gap given that PPP contracts are already in effect in at least six states with terms extending for decades, preventing institutional learning among federative entities and hindering the formulation of more robust national regulatory frameworks. This research investigates how the PPP model in education adopted by Minas Gerais differs from other Brazilian states, considering institutional, contractual, and governance aspects. Methodologically, a qualitative approach is adopted, based on document analysis and a comparative study of public policies, examining contracts, legislation, and official reports from states that implemented educational PPPs between 2010 and 2024. The main findings indicate that Minas Gerais presents a higher degree of institutionalization, with a clearer separation between pedagogical functions (maintained under state responsibility) and non-pedagogical functions (transferred to the private sector), in addition to more structured governance mechanisms. The research contributes to advancing the debate on institutional design and governance of PPPs in the educational field, highlighting the heterogeneity of state models and their implications for public management.

Key words: public-private partnerships; educational policies; governance.