On the basic educational level, the evaluation of learning stands out as a way of keeping track of the student's accomplishments, with it's results being determinant of the educational success or failure. Taking that in consideration, we have the objective of investigate the process of evaluation of learning in History on schools. We analyze the narrative from teachers that work in middle school (from 6º to 9º grade) in Pernambuco, reflecting about their practices throught the method of Oral History, and relating the narratives with the most used evaluation instruments. We are aligned to the post-critic perspective of evaluation of learning, in which one observes the authoritary and assimetrical relationship estabilished with knowledge on schools, that is, evaluates the relationship power/knowledge (FOUCAULT, 1998) in the process of validating knowledge.
