<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2017000200669</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.issn.0102-6801.v31n62a2017-p669a694</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação, exames e poderes: a &#8220;docimologia&#8221; a partir de algumas contribuições de Foucault e Nietzsche]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation, exams and powers: the &#8220;docimology&#8221; from some Foucault and Nietzsche&#8217;s contributions]]></article-title>
<article-title xml:lang="fr"><![CDATA[Evaluation, examens et pouvoirs: la &#8220;docimologie&#8221; de certaines contributions de Foucault et de Nietzsche]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Bruno Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Sérgio Pereira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>31</volume>
<numero>62</numero>
<fpage>669</fpage>
<lpage>694</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2017000200669&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2017000200669&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2017000200669&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa o tema da avaliação, mais especificamente a &#8220;docimologia&#8221; como processo avaliativo e axiológico intrínseco à determinada forma de poder ou vontade de poder. Neste sentido, através de Foucault e Nietzsche, procuraremos responder à nossa questão fulcral: o discurso pretensamente &#8220;progressista&#8221;, em torno de um exame agora processual supera ou mantém a dinâmica das avaliações autoritárias e disciplinadoras que apostam no &#8220;bem avaliar&#8221; como modulação dos sujeitos aos dispositivos, ao mesmo tempo em que age sobre a individualidade de cada um, como a &#8220;docimologia&#8221; propôs? Induzem, ou castram a criatividade, a liberdade e a vontade de aprender no educando? Procuraremos comprovar nossa hipótese de que a pedagogia forjou a ideia de &#8220;avaliação processual&#8221;, também chamada de &#8220;avaliação dinâmica&#8221; ou &#8220;avaliação diagnóstica&#8221;, como sendo um &#8220;avanço&#8221; ou &#8220;progresso&#8221; nas práticas avaliativas. Entretanto, essas práticas ainda correspondem ao clássico dispositivo do exame &#8220;contínuo&#8221; dos indivíduos, mas com outra roupagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the evaluation issue, specifically the &#8220;docimology&#8221; 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 &#8220;progressive&#8221; speech, around a procedural and dynamic examination, exceeds, or maintain, the dynamics of authoritarian and disciplinarian ratings betting on &#8220;good review&#8221; as modulation of the subject devices, while acting on the individuality of each person, such as &#8220;&#8220;docimology&#8221;&#8221; 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 &#8220;process evaluation,&#8221; also called &#8220;dynamic assessment&#8221; or &#8220;diagnostic evaluation&#8221; as a &#8220;breakthrough&#8221; or &#8220;progress&#8221; in assessment practices. However, in fact, it was also based on the students &#8220;continuous&#8217; test&#8221; in schools, but with another guise.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse l&#8217;évaluation du sujet, en particulier la «docimologie » comme processus d&#8217;évaluation et de valeurs intrinsèques à une forme particulière de pouvoir ou de volonté de pouvoir. En ce sens, par Foucault et Nietzsche, nous cherchons de répondre à notre question centrale: le discours prétendument « progressiste » autour d&#8217;un examen maintenant processuel dépasser ou de maintenir la dynamique des évaluations autoritaires et disciplinaires qui parient sur le « bien évaluer » comme la modulation des sujets aux dispositifs, en agissant en même temps sur l&#8217;individualité de chacun, comme le proposait la &#8220;docimologie&#8221;? Induisent-ils ou castrent-ils la créativité, la liberté et la volonté d&#8217;apprendre chez l&#8217;étudiant? Nous chercherons de prouver notre hypothèse que la pédagogie a forgé l&#8217;idée d &#8216;«évaluation de processus», aussi appelée «évaluation dynamique» ou «évaluation diagnostique», comme une «avance» ou un «progrès» dans les pratiques évaluatives. Cependant, ces pratiques correspondent toujours au dispositif classique de l&#8217;examen «continu» des individus, mais avec une autre tenue.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docimologia]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Poder]]></kwd>
<kwd lng="pt"><![CDATA[Individualidade]]></kwd>
<kwd lng="en"><![CDATA[Docimology]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Power]]></kwd>
<kwd lng="en"><![CDATA[Individuality]]></kwd>
<kwd lng="fr"><![CDATA[Docimologie]]></kwd>
<kwd lng="fr"><![CDATA[Évaluation]]></kwd>
<kwd lng="fr"><![CDATA[Pouvoir]]></kwd>
<kwd lng="fr"><![CDATA[Individualité]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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