The process of evaluation reflects the concept adopted by teachers towards teaching. Depending on how they understand this process, the evaluation can only check some learning results or focus the process of teaching/learning, or yet, be used as an instrument of power that frames the asymmetry among the participants in the educative act. Taking the concept of power in Foucault (1989) and applying it to evaluation contexts according to Perrenoud (1999) and Barlow (2006), this paper analyzes some learners memories, having as support researches developed in Cognition, mainly the works of Potter (1995), Sutton (2004), Hampson & Morris (1996), interpreting them under the theoretical assumptions of the new cognitive paradigms that consider the self located in a particular social-historical narrative, in which power relations are implicit in the communicative act and in pedagogical practices.