This paper focuses on the role of networks in the policy-making process in education and discusses the potential of network analysis as an analytical tool for education policy research. Drawing on publically available data from personal or institutional websites, this paper reports the findings from research carried out between 2005 and 2011. Through document analysis, we investigated the composition, activities and strategies adopted by an important policy network in Latin America and traced its developments in Brazil. We adopted the categories -- texts, technical artefacts, human beings and money -- proposed by Callon to identify the links between the main actors and organizations in that network and drew our conceptual framework from the work of Gramsci in order to analyse the struggle for hegemony and the role of business interests in education policy-making. The findings show that the expansion of networks does not replace the State in education, but rather the State constitutes a strategic node in these networks.