|Principles of Humanitarian Action, Cooperation and Development||1143FAHC|
|1||Master||Humanitarian Action, Cooperation and Development||8 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|The student should: (a) acquire knowledge and ability to understand the fundamental aspects of Humanitarian Action from a dialogical perspective; and (b) acquire advanced skills in the geopolitical, legal and economic aspects of Humanitarian Action, International Cooperation and Development Assistance. Such acquisition should produce original implementation of research, where the student must demonstrate to apply knowledge to the resolution of new problems, at large and in multidisciplinary contexts, She/he should also know how to integrate knowledge, solve complex issues, deal with situations of limited or incomplete information, in particular the ethical or social implications of projects. The student should be able to communicate knowledge (about (a) and (b)) in a clear and legible manner to a lay or specialized public. The above-mentioned competencies should enable the student to learn throughout life in a mainly self-oriented or autonomous manner.|
|UNIT 1. Evolution of Humanitarian Action (4 ECTS)|
1.1. Evolution: The way up to now - steps of the evolution of humanitarian action; Illustrations (the ICRC; other cases).
UNIT 2. Principles of Humanitarian Action (4 ECTS)
2.1. Principles: Doctrine’s origin; Current sources of the Principles; The Principles (humanity; impartiality; neutrality and independence; other principles) and discussion of their applicability (practical examples).
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|1. Theoretical-Practical sessions: |
1.1. Description: Units 1 and 2;
1.2. Learning objectives: to understand the main references and to develop the ability to analyse the geopolitical, legal and economic aspects of Humanitarian Action, international cooperation and aid to development.
2. Tutorial supervision:
2.1. Description: Ability to learn by him/herself and to write works.
|Teaching Methodologies (Including Evaluation):|
|Two elements: (i) Three/four pages research report (1000 words)(50% of the final assessment); (ii) Test based on a "humanitarian file" (dossier to analyze)(50% of the final assessment).|
The student should understand the main references and develop a capacity of analysis of main topics of Humanitarian Action; Capacity to communicate information, ideas, problems and solutions; Ability to learn by itself and develop a critical weighting as regards the humanitarian praxis, and develop works.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The two main learning outcomes (knowledge of the fundamental aspects of Humanitarian Action in a dialogical perspective; advanced skills on the geopolitical, legal and economic aspects of Humanitarian Action, international cooperation and aid to development) will be achieved, respectively, through the analysis of texts and through the debate on practical examples. Each student shall be integrated into a research project.|
|BANDEIRA, F. et al. (2020). Readings in Humanitarian Action and Cooperation for Development, Vol. I/II, F. Fernando Pessoa.|
FIDDIAN-QASMIYEH, E. (ed.)(2016). The Oxford Handbook of Refugee and Forced Migration Studies, Oxford : OUP.
GOIS, P., FALCHI, G. (2017). The third way. Humanitarian corridors in peacetime as a (local) civil society response to a EU’s common failure, REMHU, Rev. Interdiscip. Mobil. Hum., vol. 25, n.51, Sept./Dec.
NASCIMENTO, D. (2013). Do "velho" ao "novo humanitarismo" : os dilemas da ação humanitária em contextos de conflito e pós-conflito violento, Nação e Defesa, Nº135.
POZZATTI JUNIOR, A. (2017). Existe um fundamento para afirmar um dever de cooperação internacional? Anu. Mex. Der. Inter vol.17 México Jan./Dec.
TEIXEIRA FERNANDES, J. P. (2012). A ciberguerra como nova dimensão dos conflitos do século XXI, Relações internacionais, N. 33.
WILL, A.K. (2018). On “Genuine” and “Illegitimate” Refugees, Social Inclusion, Vol. 6, No. 3., pp. 172–189.
|Lecturer (* Responsible):|
|João Casqueira (email@example.com)|