The Public-Private Partnerships (PPPs) are contracts signed between the public and the third sector in order to enable the execution of competencies and responsibilities of public administration towards society. This form of effectiveness of public policies has intensified in Brazilian Education since 1990 due to several constraints, among them, the demands of the current phase of World Capitalism, the reconfiguration of the role of the State, the form of public administration based on managerialism and the changes legislation.The right to free and quality public education, guaranteed in the 1988 Constitution, is now supported by the directives of private companies. In view of this situation, it was sought to verify the programs and projects of Public-Private Partnership in Education (PPPE) implemented since 2012, are impacting on the school management of public secondary schools in the urban area of the Municipality of Santarém – Pará. With this research research seeks to reflect on how school management is being impacted by two realities: on the one hand, where public educational policies are based on neoliberal principles, materialized in PPP programs and projects implemented in schools and, on the other hand, where the social appeal for a democratic emancipatory management of the public school, built and legalized historically, is found. The theoretical basis is based on Paro (2016), Adrião (2013; 2016), Peroni (2007; 2012), Neves (2005), Lück (2012; 2013; 2015), Lima (2005), Freire (2002), others. The research is a bibliographical and documentary, and takes a qualitative approach in the data analysis (BARDIN, 2011; MARCONDES; BRISOLA, 2014), having as a locus of documentary study the 26 schools of Regular High School, of Santarém-PA, Regional Education Unit (5th ERU), of the State Secretariat of Education of the State of Pará (SEDUC-PA). The documentary studies indicate that the low educational results of the State motivated the elaboration of the Education Pact of Pará, a PPP movement led by the State Government and that aims to revert these indicators. In this context, five PPPE programs / projects were implemented in the period from 2012 to the first half of 2017, and the Unibanco Institute's Young Future Project and Project Management for Results in Education of Falconi Results Consultants were exclusive objects of this study be directed to school management. The analyzes show that the theoretical and methodological proposals of these management projects have foundations in managerial administration and influence the construction of a new type of school management, which although it shows a democratic face, is inspired by market principles. The formative processes offered to managers, based on the analyzed documentation, indicate that these principles impact on the contents, objectives, methodological processes and evaluation of school management because they are not based on democratic principles, such as autonomy and participation, that lead to social and political emancipation. Perpetuating even the low educational indexes announced as motivation for the installation of the Pact for Education in the State.
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