The article analyzes teaching policies understood as a methodological instrument to address information technologies and modification of practices which allow the deployment of truth and social government of pedagogy. The analysis is conducted from a genealogical and analytical perspective of emergency surfaces, delimitation and specification instances of the teaching knowledge in relation to its discontinuity, systematization, and exteriority with the purpose of understanding the number of relations of the pedagogic power. It is alleged that teaching is a governmental technique intended to produce and modify individuals: from the teaching itself, as a gregarious experience of meditation and religious conversion through analysis of consciousness, test, guilt, and confession through the inscription and exteriorization of the individual's truth for salvation; from the education, a mediator between individual and society for the individual's standardization, supported by supervision, test, and identification; from the management, as a managing practice to control the individual and the others for the demand of competences and the subjective opinion on ethics and aesthetics of differences.