Abstract

BORGES, Bruno Gonçalves  and  SILVA, Sérgio Pereira da. Evaluation, exams and powers: the “docimology” from some Foucault and Nietzsche’s contributions. Educação e Filosofia [online]. 2017, vol.31, n.62, pp.669-694.  Epub Mar 09, 2021. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.issn.0102-6801.v31n62a2017-p669a694.

This article analyzes the evaluation issue, specifically the “docimology” as an evaluative process and set of values intrinsic to a particular form of power or will power. In this sense, through Foucault and Nietzsche, we respond to our central issue: the allegedly “progressive” speech, around a procedural and dynamic examination, exceeds, or maintain, the dynamics of authoritarian and disciplinarian ratings betting on “good review” as modulation of the subject devices, while acting on the individuality of each person, such as ““docimology”” proposed? Induce, or castrate, creativity, freedom and willingness to learn in educating? We will try to prove our hypothesis that pedagogy forged the idea of “process evaluation,” also called “dynamic assessment” or “diagnostic evaluation” as a “breakthrough” or “progress” in assessment practices. However, in fact, it was also based on the students “continuous’ test” in schools, but with another guise.

Keywords : Docimology; Evaluation; Power; Individuality.

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