1. Understand the dynamics emerging from the interconnection between different “worlds” from the 1st globalization (1400-1800) to the present global era;
2.  Understand the historical interactions of the African continent with other continents, in the long term, from the pre to the post-colonial period;
3. To apprehend the profound changes that have occurred on the African continent as a result of European colonization processes;

(1) To understand the main theoretical and intervention paradigms of social inclusion and sustainability in the social and solidarity economy nowadays.

(2) Recognize and understand the modalities of  intervention towards social inclusion and territorial development based on the assumptions of environmental, economic and social sustainability, with particular emphasis on the consequences of advanced capitalism and globalization in the reconfiguration of social issues.

(3) Identify and analyze the most important theoretical, ideological and intervention implications of the new paradigms of social and solidarity economy, in addressing issues of inclusion and sustainability and bearing in mind the Portuguese social reality.

1. Master relevant information regarding the notions of culture and heritage and recognize the cultural diversity of Africa;
2. Understand the historical, geographical and social distribution of languages in Africa;
3. Analize the Portuguese language situation and the emergence of crioulos of Portuguese lexical base
4. Summarize UNESCO's legislative initiatives and critically discuss the effects of the “world heritage” brand;
5. Identify the stereotyped representations of “Africa in western moovies;
6. Assess the extent to which European cinema voices the narratives of the “subalterns”;
7. Be familiar with some film productions produced on the African continent;
8. Acknowledge the existence and specifics of contemporary African art;
9. Evaluate the contributions of the arts and heritage of African origin or about Africa in the contemporary representations of Africa.

The main goal of the curricular unit is to provide students with a global view of the diversity of literatures from Africa. To this end, a minimally representative set of texts, written in English or translated into this language, of various
genres (including oral literature) and of various linguistic, cultural and national spaces will be studied. The period of time covered will also be extended, including texts from the pre-colonial, colonial and post-colonial period. Some of the themes that mark African literatures, such as the colonial clash, the conflict between tradition and modernity, the African identities, the post-independence disillusion, and gender issues will be discussed.

This course unit is designed for students to learn the different stages in the construction of scientific knowledge, from choosing a topic to the final presentation of a dissertation, including the creation of databases and the selection of data collection and methods of analysis. Students will be provided with the opportunity to consolidate research procedures applied to key subjects of their field of study.

1.To summarize information on classic anthropological approaches about African sociocultural realities;

2. To critically discuss the place of ethnography in the production of anthropological knowledge;
3. To recognize the main lines of problematization of the relationship between Anthropology and colonization;
4. To summarize information on some works that discuss the coloniality of anthropological knowledge;
5. To summarize critical information about the dominant epistemological model and the relevance of alternative epistemologies;
6. To critically discuss the need/possibility of an African Anthropology.

1. Identify different stages in the History of Development.
2. Understand endogenous economic, political, social and environmental specificities that challenge the proposed development models.
3. Relate the processes of globalization with the urgency of Africa regional and global integration.
4. Identify emerging issues and challenges for Development Cooperation in Africa.
5. Recognize the different phases in the history of the concept of "Global Citizenship", relating and comparing it with the history of "Development Cooperation”
6. Identify the multiple schools of thought and their proposals under the general concept of Global Citizenship.

Departing from a survey of the sociocultural mosaic of Mozambique, an attempt will be made to demonstrate the literary-aesthetic pluralism of Mozambican literature, by underscore the following topics:

 1. The incorporation of orality in the writing and recreation of the Portuguese language;

2. The discursive and thematic electism and/or syncretism, also present in literay forms;

3. Interarts dialogues between literature and journalism;

4. The dialogue, from the 1950s on, between Mozambican writers and adjacent geocultural territories;

5. The woman´s condition in  Paulina Chiziane novels. 

 Mozambican literature will be approached taking into account concepts and critical instruments stemmed from postcolonial theories. The intention is to encourage the students to reflect upon a Mozambican literature free from the fallacies and misconceptions of eurocentric and/or neocolonialist  theories.