This study aimed at analyzing the senses of the evaluation in the competence-based nursing education, using the reference of analysis of the discursive practices and production of senses in the routine. The data were collected from a focal group, composed of seven professors of the Nursing Course of Marilia Medical School. From the analysis it was observed that the most part of the linguistic repertory refers to the traditional evaluation, directed to the classification, serving the current social system. However, we also observed the presence of repertory that indicates senses of a practice directed to the commitment to learning for all, based on the democratic evaluation for inclusion and transformation of the social reality.
Education in nursing; Educational measurement; Curriculum