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In this article, we discuss strategies for school evaluation, emphasizing the types of evaluation that exist in Brazil. We discuss in this work the use of school exams, the valorization of the quantitative aspects in qualitative detriments in the evaluation processes and the use of the evaluations as instruments of disciplinary control. As a theoretical basis, we use the philosopher Michel Foucault, as the title suggests, from the Foucaultian perspective, to enable a more in-depth debate about the power relations that subsidize the teacher-student dialogue and that they denote in the elaboration of pedagogical practices. Finally, we discuss the incompatibilities of traditional models of school evaluation and contemporary society, characterized by the formation of numerous networks, discussing the urgent need to think about an educational practice, and its consequent evaluation, more in keeping with contemporary challenges.

Strategies of Examination and School Evaluation Carried out in Brazil: Thinking about Power Relations and Discipline from the Foucaultian Perspective