|Edit||Concursos por Regime||Scheme||Vacancies||Deadlines|
|1||Concurso local||Local Contest||-||2016-08-22 to 2016-09-04|
Students are expected to :
- Understand the importance of Africa within the Atlantic context in the Early Modern Age
- Place Africa in the framework of Atlantic and Global History
- Develop a critical thinking about the challenges Africa faced in the Early Modern Age
- Identify the African contributions to building of historical colonial projects
- Understand African changes and challenges within the process of globalisation
1. To understand the historic, geographic, anthropologic and social conditions for the distribution of languages in Africa and understand the multilingualism in most African countries;
2. To analyze the situation of Portuguese in Africa;
3. To discuss the emergence and situation of Portuguese based Creole languages in Africa.
4. To summarize information concerning UNESCO legislative initiatives;
5- To summarize relevant information concerning the complexity of the notion of “Heritage”;
6- To discuss critically the effects of the brand ”World Heritage”.
• Study of some aspects of two of the African literatures in Portuguese, the Angolan and the Cape Verdean. • Deepen fundamental theoretical concepts for the understanding of literary and cultural phenomena.
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.
Objectives Critical analysis of theories of development and evolution of the concept; Reflection on the new global policy and new strategies for development and cooperation.
The subject's mais goals are to:
To identify the Portuguese education system in the context of the cultural areas in which it is integrated (European and Lusophone communities) in light of a comparative perspective.
To relate the historical construction of the State-Nation with the existing school model.
To analyze the historical contexts and international institutions responsible for the international analysis of education systems.
To study the evolution of intellectual and educational cooperation throughout the 20th and 21st centuries, particularly through international organizations.
To identify the theoretical and methodological establishment of the comparative education field.
To comparatively analyze the central issues of structure and functioning of education systems across Europe and worldwide.
To develop a critical perspective in light of the prevailing conceptions about the topics/issues recurring in the development of education systems.
• Study some aspects of three of African literatures in Portuguese, that of Mozambique, that of Sao Tome and that of Guinea. • Deepen fundamental theoretical concepts to the understanding of literary and cultural phenomena.
1.Summarize information on the dominant conceptions of anthropological thought during the twentieth century; 2. Identify critical lines of the main rupture and continuity in the history of anthropological theory; 3. Recognize some force' lines of contemporary anthropology, both from the standpoint of theoretical and methodological; 4. Recognize the place of ethnography in anthropology; 5. Summarize information on the methodology of ethnographic research: their characteristics and potential; 6. Discuss critically the practical exercise of ethnographic and anthropological writing;