This paper presents the results of a research into the meanings of quality of education associated with curriculum in the period 2003-2012. Dealing with theory of discourse, it is argued that the articulation between the discourse of quality aimed at being total and the discourse of social quality is favored by the equivalence between demands of knowledge. Like surfaces of inscription of political meanings, 57 documents from the Ministry of Education of this period are analyzed. The Workers Party political platforms of electoral campaign in 2002, 2006 and 2010 are also analyzed.
Knowledge; Curriculum Policy; Quality of Education; Discourse; K-12 Education