Pesquisas em temas de ciências humanas

Abstract

The e-book Research on Human Science Themes - Volume 2 is the result of research studies carried out by young researchers from different areas of knowledge. These are works that portray the realities experienced by the authors themselves in their areas of study, performance and professional experience.

It is a collection of seven articles that express the insertion of authors in the field of human sciences and gives us an overview of the research that has been developed in recent years in the area of ​​education.

In chapter 1, the authors Cristina Silva, Ronan Gaia and Janine Rodrigues reflect on the representativeness and impasses of the capitalization of Basic Education. They discuss the reverberations and consequences in the education policies of ethnic-racial relations in Brazil. Through a literature review and empirical observations, the authors conclude that there is no room for representation in educational institutions structured by the interests of capital and the neoliberal logic that historically feeds pedagogical biases in Brazil.

In chapter 2, Marcos Castelhano, Délis Benevides, Bruna Wanderley, Clara Silva and Pierre Oliveira-Filho analyzed ethics in the era of hypermodernism from the perspective of the French philosopher and theorist Lipovetsky. The authors estimate that, in this scenario, ethics is governed by an "I" centered view, affecting the subject's existence and influencing the way he sees the world and himself, developing a self-centered view.

In chapter 3, with the title Child Erotization in Girls and its Consequences in the Development of Subjectivity, the researchers Joyce Paixão, Jussara Martins and Yasmin Santos investigated the construction of female subjectivity by analyzing the way the representations of the sweet girl figure and at the same time seductive contributes to child eroticization, building a process of early adultization.

The Conceptions and Practices of Teachers and Managers in Early Childhood Education is the theme of chapter 4. The authors Célia Santos, Edivânia Barbosa and Lília Sousa analyze the concepts of training and practices of teachers and managers of public institutions in the Municipality of Santarém - Pará who work with Early Childhood Education. The researchers carried out a critical reflection of the pedagogical practice according to the perceptions that are formulated about society, education, the school and the very role of the teacher and manager of Early Childhood Education in the teaching activities and the learning process.

In chapter 5, researchers Líllian Ferreira and Ana Peixoto analyze experience reports of the transition from classroom teaching to distance learning. The locus of the research was a private higher education institution (HEI) in the state of Alagoas. The results point to the need for training and continuous learning for professionals working in online teaching.

The Production of Senses in the Playful Activity of the Human Body with Adolescents in Situations of Social Vulnerability is the research theme of Aline Lima, Caroline Araújo, Leandro Gomes, Lisa Souza and Taynara Ribeiro reported in chapter 6. The study locus was a philanthropic institution which welcomes children and adolescents in situations of social vulnerability. The praxis of the researchers provided the adolescents with interventional actions and created a space for listening and welcoming that gave voice and time to these subjects so that they could externalize their anxieties.

Paula Vecchi Rodrigues, in chapter 7, reports her research on the theoretical and practical method “Ubuntu - Education in Prose” under the title Surya Social Método Ubuntu. In this research, items such as behavior, cultural additions, social context, age group, territorialization, forms of contact and particularities of the collective and individuals are properly analyzed and evaluated by the author.

It is expected that the studies presented in this collection will be relevant for future research by university students and education professionals who intend to carry out studies that contribute to broaden the discussions about teaching activities, the learning process and ethnic-racial relations at school in all education levels.