Anglo-Portuguese Studies - 2nd semester
Code
711121011
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Línguas, Culturas e Literaturas Modernas, Secção de Estudos Ingleses e Norte-Americanos
Credits
6
Teacher in charge
Gabriela Gândara Terenas
Weekly hours
4
Teaching language
Portuguese
Objectives
a) To provide a general view of the Anglo-Portuguese alliance
b) To study literary and cultural images of nineteenth-century England from Júlio Dinis to the British Ultimatum of 1890, mainly Eça de Queirós and the Geração de 70
c) To develop interpreting and critical skills
d) To develop research skills
Prerequisites
Attendance of at least 2/3 of the classes taught
Subject matter
IImages of England in Nineteenth-Century Portugal
I Introduction to the Anglo-Portuguese alliance
II The image of England in Uma Família Inglesa by Júlio Dinis
III Eça de Queirós and Victorian England
IV The British Ultimatum of 1890 and Guerra Junqueiros Pátria
V Bordalo Pinheiro and the African question
Bibliography
Ceia, C. et al. (org.) (2003). Estudos Anglo-Portugueses. Livro de Homenagem a Maria Leonor Machado de Sousa. Lisboa: Colibri/CEAP.
Delaforce, A. (coord.) (1994). Portugal e o Reino Unido. A Aliança Revisitada. Lisboa: Fundação Calouste Gulbenkian.
Evans, D. & Canaveira, M.F. (coord.) (2010). Regicídio e República: olhares britânicos e norte-americanos. Casal de Cambra: Caleidoscópio.
Macaulay, R. (1985). They Went to Portugal. London: Penguin Books.
Macaulay, R. (1990). They Went to Portugal Too. Introduction by Susan Lowndes. Edited by L. C. Manchester, Carcanet in association with the Calouste Gulbenkian Foundation.
Revista de Estudos Anglo-Portugueses, 22 vols. (1990-2013). Lisboa: Instituto Nacional de Investigação Científica / FCT.
Sousa, M. L. M. (coord.) (2007). A Guerra Peninsular em Portugal: relatos britânicos. Casal de Cambra: Caleidoscópio.
Youngs, T. (2013). The Cambridge Introduction to Travel Writing. New York: C.U.P.
Teaching method
Theoretical presentation designed to provide a historical and critical context for subsequent approaches to the selected texts; practical application of the knowledge gained in joint analyses (teacher and students) of the works on the reading list; group discussion of works from the selected critical bibliography, previously read by the students. Students will be guided and supported with a view to preparing them for the test and the writing of the final essay.
Evaluation method
Assessment criteria:
One written classroom test (40%); participation in class discussions and analysis of selected texts (20%); production of a written research essay, either individually or in pairs, including oral presentation (40%).