ASSESSMENT IN MEDICAL EDUCATION AND THE CONSTRUCTION OF SUBJECTIVITIES UNDER LOGICS OF GOVERNMENTALITY
DOI:
https://doi.org/10.18623/rvd.v23.6329Palavras-chave:
Medical Education, Educational Assessment, Professional Training, Governmentality, SubjectivityResumo
Assessment constitutes one of the structuring axes of educational processes in health, traditionally understood as a tool for measuring students’ performance. However, contemporary perspectives in medical education have expanded this understanding, recognizing assessment as a social and pedagogical practice permeated by power relations, institutional norms, and regulatory dispositifs that shape behaviors and professional expectations. In this context, the present study aimed to analyze, within the scientific literature, how assessment in medical education has been understood beyond its technical dimension, considering its role in the construction of professional subjectivities under logics of governmentality. This study is an Integrative Literature Review, conducted based on the PICo strategy, with searches performed in the PubMed/MEDLINE, Scopus, Web of Science, and ERIC databases. Studies published between 2019 and 2026, in Portuguese, English, or Spanish, addressing assessment in medical education in relation to pedagogical, institutional, ethical, or sociopolitical aspects were included. The selection process followed PRISMA recommendations, with subsequent methodological characterization and interpretative thematic analysis of the included studies. The findings indicate that assessment, beyond being a tool for verifying learning, operates as a technology of regulation and normalization in medical education, influencing curriculum organization, the definition of performance standards, and the educational experience of medical students. It becomes evident that such practices contribute to the internalization of professional norms and to the construction of subjectivities aligned with institutional expectations. It is concluded that understanding assessment in medical education as a practice of governmentality, in light of Michel Foucault’s contributions, broadens the debate on its formative, ethical, and institutional effects, highlighting the need for assessment models that foster the development of critical, reflective physicians committed to the complexity of healthcare.
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