This article aims to discuss Formative Assessment as a relevant tool for the enhancement of teaching-learning from the perspective of a teacher and 10 (ten) students of a fourth year class of the Integrated Modality of the Federal Institute of Bahia campus Vitória da Conquest. Based on authors such as Perrenoud (1999), Luckesi (2005) and Guerra (2017) we conducted a qualitative exploratory research, with data production based on objective questionnaires and semi-structured interviews. We could perceive through the analysis of the data produced that Formative Assessment enhances teaching-learning and promotes the improvement of teaching practice, generating a collaborative learning environment, through the interaction between teachers and students, even improving the relationship between all involved in the educational process.

Nineteenth-century children's welfare institutions have rarely been understood as functioning as a home -we know little about the role that domesticity played in the everyday lives of child inmates and how it could shape inmates' sense of being at home. This essay uses The Waifs and Strays Society, a charitable children's institution, founded in 1881, as a case study to examine how ideas of home and 'homeliness' featured in institutions for poor children. The essay builds on material culture approaches to highlight the relationship between institutional authority practices in relation to home life, and to better understand the role of the material world as a controlling force within the institution. The article challenges the pervasiveness of conclusions that children's welfare institutions were little concerned with providing a homely environment for inmates, and offers new understandings of a different strand of welfare provision for children that held particular cultural and ideological meaning, beyond aspects of institutional discipline and reform.

This article explores the needs of young people leaving residential care and the provision of aftercare support in the late-nineteenth and early-twentieth centuries. Young people’s discharge, aftercare and post-institutional experiences occupy a peripheral position in scholarship on institutional care. This essay broadens interpretations of aftercare, which have been presented as inadequate inspections that monitored employment performance. Examining the formal and informal systems that aimed to enhance care-leavers’ welfare and wellbeing, the essay offers new understandings of the ongoing provision of practical and emotional support to young people, and the importance of sustained contact and affective ties between former inmates and institutional staff.

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This article explores the significance of animals and pets in the domestic and 'familial' life of the two largest children's residential welfare institutions operating in the nineteenth and earlytwentieth centuries. The article argues that children's institutions employed animals as pedagogical tools to shape children's emotions and behaviours and to construct idealised notions about family life and childhood. Using institutional periodicals the essay examines how literary and visual respresnetations of animals sought to inculcate values of kindness, sympathy, compassion and benevolence in child readers, while also imparting important lessons about animal care, childcare, parenthood, responsibility, and humanitarianism. The article proceeds to analyse how animals featured in the everyday lives of institutionalised children, and examines how pet-keeping helped to enhance a sense of home and family life for poor children, and the meanings that children and young people invested in these relationships. The essay broadens understandings of working class engagement with animals, and the meanings and importance of a range of pets in the lives of poor children in alternative family settings. In doing so, the essay offers a new way of exploring family life in alternative and npn-traditional household settings, and provides insight into the social, emotional and material experiences of childhood in institutional settings.

O presente texto objetiva refletir sobre a formação continuada de professores para o uso de tecnologias digitais, bem como discutir as possibilidades de práticas de letramento digital no contexto escolar, de forma que possam efetivamente contribuir nos processos de ensino e de aprendizagem. Este trabalho vincula-se aos estudos desenvolvidos pelo Grupo de Pesquisa Linguagens, Tecnologias e Educação-GPLite/CNPq/UESB e nas pesquisas desenvolvidas pela Linguística Aplicada Crítica (LAC), na perspectiva de uma proposta que seja responsiva à vida social. De cunho qualitativo e intervencionista, a pesquisa foi desenvolvida em parceria com uma escola pública estadual localizada no município de Vitória da Conquista, na Bahia, com 06 professores em efetivo exercício. Os resultados nos mostram que os processos de formação continuada no cotidiano do professor propiciam produções e reflexões colaborativas e compartilhadas e que sua participação em práticas de letramento digital requer um movimento de construção de possibilidades que levem em consideração a interconexão entre conteúdo, tecnologia e pedagogia.

A Educação de Jovens e Adultos (EJA) é uma Modalidade Educativa para pessoas que não tiveram acesso à escolarização nas idades próprias previstas na legislação brasileira. Os surdos brasileiros, também, ingressam tardiamente na escola, ou seja, estão e são (possíveis) alunos da EJA. Mas quais as condições educacionais oferecidas ao jovem e adulto surdo na EJA ofertada nas escolas públicas do nosso país? O que a EJA deve proporcionar aos sujeitos surdos? Este estudo surge a partir destas e de outras inquietações e tem como objetivo apresentar acepções teóricas e legais em torno da EJA para surdos que atendam às deliberações de uma Política Linguística da Libras e da Educação Bilíngue Libras/Língua Portuguesa. Trata-se de um estudo de cunho documental com base na Lei 10.436/02, no Decreto 5626/05 e no Relatório sobre a Política Linguística (PL) de Educação Bilíngue Libras-Língua Portuguesa, além de autores que abordam as questões de Educação de Surdos, da EJA e de políticas linguísticas. Os resultados revelam que a EJA para Surdos deve agregar uma proposta curricular e organizacional que contemple dentre diversas inovações, um ensino bilingue/bicultural que atenda as principais deliberações das Políticas Linguísticas como forma de legitimar a emancipação social e cultural desses sujeitos.