THE EDUCATION DEVELOPMENT PLAN

contexts and discourses

Abstract

The main objective of this paper is to analyze the discourses and the political context of production of official texts related to the Education Development Plan (EDP), launched by the federal government in 2007, using both theoretical-methodological tools from Stephen Ball’s Policy Cycle Approach, and discourse analysis based in Foucault. I seek to describe the political circumstances that act in the production of the documents, and analyze the effects caused by reforms in Basic Education, as the production of discourses of accountability and social mobilization, and of managerialist and performative practices that aim at improving teaching results, in terms of school failure and evasion, as well as improving students' performances in the assessments promoted by MEC.