“Do more and better with what we have”. Meanings of performativity that dispute the meaning of “quality of education” in the Strategic Education Plan of Mozambique (PEE / 2012-2016); [“Fazer mais e melhor com aquilo que temos”. Sentidos de performatividade que disputam o significante “qualidade de educação” no Plano Estratégico de Educação de Moçambique (PEE/2012-2016)]; ["Hacer más y mejor con lo que tenemos". Sentidos de performatividad que cuestionan el significante "calidad de la educación" en el Plan Estratégico de Educación de Mozambique (PEE/2012-2016)]

The current study was based on post-structural and post-foundational contributions that enabled interpreting disputes on attempts to establish performativity meanings to signify quality of education in the Strategic Education Plan of Mozambique (PEE / 2012-2016). Theoretical contributions from the Discourse Theory have substantiated the argument that quality of education meanings is produced in contingent, precarious, and provisional contexts marked by disputes over what can be understood as quality of education in Mozambique. On the other hand, Derridean reflections about the fluidity and precariousness of any discursive formation enabled understanding meaning production, dispute, and negotiation processes as acts of language that arbitrarily and contingently produce what they enunciate. Based on this perspective, it was possible to interpret that these utterances enable the circulation of quality meanings that hold a performative dimension within the scope of PEE/2012-2016. © 2023 Research Centre in Education. All rights reserved.