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This article discusses the extent to which Manoel Balthazar Pereira Diegues Júnior contributed to the modernization of education in Alagoas. The historical-documentary research and (auto)biographical approach was carried out from the intersection of sources, such as press and printed matter produced by or about the aforementioned educator, who held public positions and functions, from the last quarter of the 19th century to the first decades of the 20th century. Diegues Júnior work is discussed, using the powers of intellectual and expert, not for purposes of framing, but above all, to reaffirm that when acting for the education of Alagoas his expertise was demanded and recognized by the State and its contemporaries, having mobilized her in various situations through positions, practices and productions, such as the elaboration of works requested works or even by her initiative as a teacher. [ABSTRACT FROM AUTHOR]

This study aims to discuss two concepts related to Evaluation — to evaluate and to examine —, from the exploratory analysis of comics. While evaluating is linked to monitoring and mediation actions and is committed to learning, the concept of examining refers to specific acts of verification and verification of “truths” in terms of learning. This textual genre works as satires to events and allows a critical analysis of themes, situations, and everyday events. Thus, from an exploratory research, we list some comics with the characters Armandinho and Mafalda, in order to analyze the prevalence of the act of evaluating or examining, associated with elements such as selection, measurement, training, repetition, memorization, school grades, value judgments, process and evaluation criteria. In summary, it was possible to conclude that the analysis of the Evaluation, from comics, contributes to: invite educators to reflect on the possible changes in the evaluation act, in order to avoid the repetition of traditional Evaluation practices focused on exams, notes and results; “prove” some examining practices; tense the evaluative act as a magnifying glass over the practice itself, shedding light on the possibility of learning the Assessment. The comics have the potential for discussion, problematization, confrontation and criticism of a reality and can be used with different audiences and purposes, including to discuss concepts, build concepts and promote the learning of Evaluation. [ABSTRACT FROM AUTHOR]