摘要：This study analyzes the effects of self-accountability in teachers’ behavior as of the discourse of quality in education based on the rise of the IDEB – Elementary Education Development Index – through the program “All for Education Commitment Plan”, created by the PAR – Joint Action Plan – from a set of interviews with 6 teachers who participated in the development of this policy at a local level in a municipality in Rio Grande do Sul between 2009 and 2011. Studies of Michel Foucault on discourse and governmentality and, secondarily, Laclau’s notion of hegemony, have been used to analyze the interviews in the research. It was concluded that the discourse of quality of education by the IDEB rise contributes to an intensified supervision of teachers’ work.
其他摘要：This study analyzes the effects of self-accountabilityin teachers’ behavior as of the discourse of quality in education based onthe rise of the IDEB – Elementary Education Development Index – throughthe program “All for Education Commitment Plan”, created by the PAR –Joint Action Plan – from a set of interviews with 6 teachers who participatedin the development of this policy at a local level in a municipality in RioGrande do Sul between 2009 and 2011. Studies of Michel Foucault on discourseand governmentality and, secondarily, Laclau’s notion of hegemony, have been used to analyze the interviews in the research. It was concludedthat the discourse of quality of education by the IDEB rise contributes to anintensified supervision of teachers’ work.
关键词：Educational Policies. Quality in Education. Elementary Education Development Index (IDED). Joint Action Plan (PAR). Teachers’ Self- Accountability.;Política Educacional. Qualidade da Educação. Índice de Desenvolvimento da Educação Básica (IDEB). Plano de Ações Articuladas (PAR). Autorresponsabilização Docente.
其他关键词：Education;Educational Policies. Quality in Education. Elementary Education Development Index (IDED). Joint Action Plan (PAR). Teachers’ Self- Accountability.
