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"Bastos, Ana Cecília de Sousa"

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Bastos, A. C. de S., & Rabinovich, E. P. (Orgs.). (2009). Living in Poverty: developmental poetics of cultural realities (1^o ed, Vol. 1). Information Age Publishing.

A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Clark University This book covers the results of investigation of social realities and their public representation in Brazilian poor communities, with a particular emphasis on the use of cultural tools to survive and create psychological and social novelty under conditions of severe poverty. A relevant part of it brings together the multi-faceted evidence of a decade of research concentrated in two particular low-income areas in the city of Salvador da Bahia, Brazil. Other studies conducted in other Brazilian areas and in Cali, Colombia are included. In contrast to most representations of poverty in the social sciences which create a "calamity story" of the lives of poor people, the coverage in this book is meant to balance the focus on harsh realities with the cultural-psychological resiliency of individuals and families under poverty.
Massimi, M. (2009). Cultural Dynamics in a Brazilian Community: representation and re-elaboration of meaning in Moror Vermelho. Em A. C. de S. Bastos & E. P. Rabinovich (Orgs.), Living in Poverty: developmental poetics of cultural realities (1^o ed, Vol. 1, p. 49–58). Information Age Publishing.
Marsico, G., Dazzani, V., Ristum, M., & Bastos, A. C. de S. (Orgs.). (2015). Educational Contexts and Borders through a Cultural Lens: Looking Inside, Viewing Outside (1^o ed, Vol. 1). Springer.

This book provides a “context” of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of “educational context”. According to the different theoretical frameworks, the construct of contexts, their borders and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators and professionals, with their own identity and social representations, build their educational practices or their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts and what the relationship is between the educational setting and the other life contexts or micro-cultures.
Ferriz, J. L. S., Carrera, G., Bastos, A. C. de S., & Rabinovich, E. (Orgs.). (2022). Horizontes de alteridade: sociedade, família e subjetividade (1^o ed, Vol. 1). Editora da Universidade Federal da Bahia. https://edufba.ufba.br/livros-publicados/catalogo/horizontes-de-alteridade-sociedade-familia-e-subjetividade

A coletânea nasce a partir da experiência acadêmica de professores(as) da pós-graduação em Família e Sociedade Contemporânea da Universidade Católica do Salvador (UCSal). A proposta dos(as) autores(as) é pensar o ser humano enquanto ser de relação a partir de suas múltiplas subjetividades. Diferentes concepções de alteridade sintetizam experiências acadêmicas e/ou existenciais, vivências construídas no interior das diversas realidades socioculturais, em especial as relacionadas à família. Nos horizontes de alteridade, vislumbramos diferentes rostos e sujeitos, diferentes reconhecimentos que se entrelaçam de variadas formas, como veremos ao longo dos capítulos que compõem este livro.

Ver em edufba.ufba.br
Massimi, M. (2015). Conceptions of education and its influence on the Brazilian educational system: some examples derived from the socio-cultural history. Em G. Marsico, V. Dazzani, M. Ristum, & A. C. de S. Bastos (Orgs.), Educational Contexts and Borders through a Cultural Lens: Looking Inside, Viewing Outside (1^o ed, Vol. 1, p. 97–111). Springer.

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