Culture of Brazil University of Santiago de Compostela

1- Understand and analyze the cultural production of Brazil as a social phenomenon and, consequently, be able to
working with materials (of diverse nature) as complex manifestations of a concrete society and of
specific circumstances.
2- Understand and analyze the discourses produced in relation to culture as social phenomena and, in
Consequently, being able to read critical texts as heterogeneous manifestations of specific social groups and
certain circumstances.

Specific objectives:
1) Promote an approach to the history and culture of Brazil in its various manifestations.
2) Know and study the processes of shaping a social and cultural history of the country.
3) Approach the knowledge of the mechanisms of diffusion and legitimation of diverse phenomena, uses and
practices in relation to culture.
4) Understand recent phenomena such as processes of emergence, periphery, internationalization,
representativeness, media phenomena, etc …

I. Approach to the concept of Culture.

II. Fundamental issues in the construction of Brazil

II.1. Population and territory.

II.2. Different political, economic and social projects.

II.3. Culture and Identity

II.4. Cultural repertoires and literary production

III. Contemporary Brazil

Basic bibliography:

FREYRE, Gilberto. Casa-Grande & Senzala. Rio de Janeiro: José Olympio, 1943. Available in public domain
[http://www.dominiopublico.gov.br/download/texto/me4701.pdf].
HOLLANDA, Heloísa Buarque de, “Uses of Culture” in Sistemas & Gestão 7, 2012, pp 134-142. Accessible from:
http://www.revistasg.uff.br/index.php/sg/article/view/V7N2A1.

Complementary bibliography:
BOSI, Alfredo. Dialectics of Colonization. São Paulo: Companhia das Letras, 1992.
BORNHEIM, Gerd et al. Tradition and contradiction. Rio de Jnaeiro: Jorge Zahar/Funarte, 1977.
BOSI, Alfredo. (org.) Brazilian culture: themes and situations. São Paulo: Attica, 1987.
BUCCI, Eugene. Brazil in TV time. São Paulo: Boitempo Editorial, 1966.
CANDIDO, Antonio. “The 1930 revolution and culture”. In: Evening education and other essays. São Paulo: Attica,
1987, pp.181-198.
CARDOSO, F. Henrique, Thinkers who invented Brazil, São Paulo, 2013 (4th reprint).
FAUSTO, Boris. Concise History of Brazil. São Paulo: EDUSP, 2014 (2nd ed.).
NETHERLANDS, Sérgio Buarque de. Roots of Brazil. 26th ed. São Paulo: Companhia das Letras, 1999.
HOLLANDA, Heloísa Buarque de, “Uses of Culture” in Sistemas & Gestão 7, 2012, pp 134-142. Accessible from:
http://www.revistasg.uff.br/index.php/sg/article/view/V7N2A1.
MATTA, Roberto da. Carnivals, tricksters and heroes: towards a sociology of the Brazilian dilemma. Rio de Janeiro: Zahar,
1981.
MICELI, Sergio. Sergio. Brazilian-style intellectuals. São Paulo, Companhia das Letras, 2001.
MOTA, Carlos Guilherme. Brazilian Culture Ideology. São Paulo: Attica, 1977.
MOTA, Lourenço Dantas. (org.) Introduction to Brazil: a feast in the tropics. 2. ed. São Paulo: Senac, 1999.
OLIVEIRA, Francisco de. Way and way. Piauí Magazine, issue 73, Accessible in:
http://piaui.folha.uol.com.br/materia/jeitinho-e-jeitao/
ORTIZ, Renato. Brazilian Culture & National Identity. 5th ed. São Paulo: Brasiliense, 1994.
JUNIOR MEADOW, Caio. Formation of Contemporary Brazil. Rio de Jnaeiro: Brasiliense, 1999.
RIBEIRO, Darcy. The Brazilian people. São Paulo: Companhia das Letras, 1995.
ROCHA, João Cezar de Castro (ed.), No Brazil Exists. Little Encyclopedia, Rio de Janeiro, Topbooks, 2003.
SCHWARCZ, Lilia Moritz. The spectacle of races. São Paulo: Companhia das Letras, 1995.
SODRÉ, Nelson Werneck. Synthesis of the History of Brazilian Culture. 18th ed. Rio de Jnaeiro: Brazilian Civilization,
1996.

The possibilities of remote access to bibliographic resources that the tool allows can be consulted
EZproxy:
https://www.usc.gal/gl/servizos/biblioteca/utilidades/ezproxy.html

The possibilities of remote access to bibliographic resources that the tool allows can be consulted.
EZproxy: https://www.usc.gal/gl/servizos/biblioteca/utilidades/ezproxy.html

-Ability to analyze the Brazilian reality in its different historical moments and detect its derivations in
contemporaneity.
-Ability to critically analyze texts and materials of contemporary production and creation.
-Ability to relate aspects related to cultural production with the social and historical space in which it is
produce.
-Ability to identify relevant elements that make up contemporary Brazilian culture.

The chosen methodology requires the continuous presence in the classes, the active participation in them and the realization
of the readings and marked exercises. The objective is for students to learn to carry out work of
research and documentation autonomously and that through these works expand the contents
provided through program monitoring.
In the same way, it is intended to develop competencies, skills and abilities related to cooperative work and in
team, debate and argumentation, oral and written communication, creativity, initiative and decision making, solution of
problems.
All the materials necessary for the follow-up of the subject will be available in the virtual classroom (tool
communication and work) or, if this is not possible, the way to obtain them will be indicated.
The accompaniment of the virtual classroom of the subject is essential.

Evaluation system

The evaluation for all registered people – even those with an official class attendance dispensation – will be
continuous and will consist of the following items:
a) Carrying out the tasks related to the development of the subject and proactivity in relation to the dynamics of
discipline work: maximum of 7 values.
b) Carrying out a compulsory written assignment, following the instructions given by the teacher (with the
which theme should be combined): maximum of 2 values.
c) Carrying out voluntary work related to the subject: maximum of 1 value.

For the evaluation of the First Chance, the / the student will be able to recover or improve – within the term
established for this purpose – any item, through the (re) elaboration for (new) delivery of the tasks
assigned and / or works not presented or considered deficient.

At Second Chance, the system will be the same as at First Chance.

In cases of fraudulent performance of exercises, work or tests, the “Valuation Regulations
of the academic performance of the students and of review of qualifications “of the USC.

If any of the contingency scenarios is decreed, what is indicated in section
“Observations” under the indication of “Contingency plan.

6 credits subject.
Discipline workload time.

– Active participation in class (in the face-to-face or non-face-to-face modality -in this case, with remote teaching-,
depending on the possible scenario (s). In case of being decreed any of the contingency scenarios
what is indicated in the “Observations” section will be applied under the indication of “Contingency Plan”.
– Previous reading of the selected texts.
– Tutorials with the teacher (in person and / or online) to resolve possible doubts.
– Voluntary research to improve content development.
-Access to complementary (specialized) sources of online information about Brazil.

In the course of the semester, and depending on the conditions of each scenario (1, 2, 3) of this new situation
New information / texts / references will be given to the students -also through conferences, seminars or other recommended activities- as a complement and update of matters related to the discipline.

Language (s) used: Galician / Portuguese. Eventually and occasionally, materials or communications may be presented in other languages ​​(Spanish, French, English, Italian, etc.), whenever the teacher deems it appropriate.

All works must be original. Plagiarism will be considered a very serious offense.

Contingency Plan:

Scenario 2
In the case of this scenario, in terms of teaching methodology, the face-to-face classes will be complemented with a combination of synchronous classes (through Microsoft Teams) and asynchronous (through the Virtual Campus). The evaluation system will be the same as in Scenario 1, with the only difference that all the tests will be carried out through the Virtual Campus and Microsoft Teams.

Scenario 3
In the case of this scenario, regarding the teaching methodology, a combination of synchronous classes (via Microsoft Teams) and asynchronous classes (via Virtual Campus) will be chosen. The evaluation system will be the same as in Scenario 1, with the only difference that all the tests will be carried out through the Virtual Campus and Microsoft Teams.

–