Power devices in the coexist

another look on the assumptions of educational evaluation

Abstract

In the face of assumptions of modernity, which insist on the preservation on the logic of think simplified and decreased, the article has the objective of develop the dialogue about the educational evaluation, in way to clarify the different devices of power and reflection in the Brazilian education, as well as possible alternatives. The epistemological perspective chosen on the investigation is related to the precepts of the historic-critical methodology of analysis. We consider that the modern assumption conceals the fragmentation of knowledge giving focus on specialist and competency. We argue that the educational evaluation, after New Public Management, has devices used for capital benefits, contextualized in different ways and with interest primarily mercantilist, aiming vigilance, control and punishment of schools, directors, professors and students. We conclude that the conception of autopoiesis, betting in the autonomy, individuality and unity, fruition the support of different teaching activities.