In this article we seek to argue the effects of introducing the culture of performativity (BALL, 2004) in the municipal schools of the city of Rio de Janeiro, with the implementation of the Project "Leap of Quality Education in Rio". This is an intervention project that involves multiple actions developed during the year of 2009, with the objective of improving the quality of the education offered to children. Based on discourse theory (LACLAU; MOUFFE, 2004), we question the meanings attributed to quality. The analysis was developed from the statements of managers of the municipal administration, who, through the printed media, try to impose the meanings they attribute to quality education. We also analyzed the accounts collected in a school network involved in the project.
Performativity; School culture; Discourse theory
