PROBLEMS OF EDUCATION IN THE 21 st CENTURY Vol. 75, No. 4, 2017 324 ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION Theresa Adrião University of Campinas, Brazil E-mail: theadriao@gmail.com Teise Garcia University of Sao Paulo, Brazil E-mail: teiseg2@gmail.com Juliana Azevedo GREPPE, Ireland E-mail: julianaazevedo@hotmail.com Abstract This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The frst is called Integral Secondary Education and was implemented in one of the poorest regions of the country, the state of Pernambuco; The second identifed as Education - Commitment Program São Paulo is being developed in the richest region of Brazil, the state of São Paulo, where the third policy was also disseminated with the adoption of so - called Private Education Systems in public schools. The research, of a qualitative nature, derives from research in primary documentary sources and semi- structured interviews with educational managers. The results confrm the trends identifed in the literature, according to which education, when it is a feld for business expansion through the performance of private companies directly in the management of public education, accentuates inequalities of access to schooling processes. In the analyzed cases, these inequalities are observed in the unequal access to the time of permanence in the school; In the unequal working conditions of teachers and in the allocation of public funds to proftable companies, to the detriment of investment in public education. Keywords: public primary education, privatization of educaction, right to education. Introduction The corporations and venture philanthropy seeking to transform the public educational systems to expand their businesses has been studied critically by different authors in different contexts. Klees and Samoff (2012) associate this movement with international bodies, such as the World Bank, through funding government programs to stimulate public-private partnerships in education. Robertson and Verger (2012), Bonal and Verger (2016) and Ball (2016) focus their analysis in the European contexts while Scott's (2009) studies focus on United States. This work analyzes formats by which the Brazilian public primary education is submitting to a market logic. This privatization process of education, introduced in Brazil in the early century, arising from: 1) The transference of the public schools’ management to private entities; 2) The transference of school curricula to private companies through the purchase of "private systems of education"; 3) The defnition of educational policies by the private sector, with or without proft.