摘要：We intend to explain how the training is being signified in the policy of continuous training of teachers of the State of Mato Grosso under the government of Pedro Taques. We punctuate our anchorage between theoretical differences of Stephen Ball and Ernesto Laclau. The empirical discussion focuses on documents that deal with the work of the Center for Training and Improvement of Teachers of the State of Mato Grosso (CEFAPRO). With the analysis, we revolve the discursive articulation of demands for teacher training in order to demonstrate how changes in continuing education are justified by the invention of the absence of the “good” quality of education in schools. We emphasize that the interpretation of lack of knowledge to all triggers the production of meanings of regulation and control, instituting performativity as a logic of teacher training.
