Curricular Unit:Code:
Belief and Power292CPOD
Year:Level:Course:Credits:
1MasterCultural Studies (Anthropology Studies)8 ects
Learning Period:Language of Instruction:Total Hours:
Portuguese/English104
Learning Outcomes of the Curricular Unit:
(i) Acquire the theoretical and methodological bases of work/research in anthropology and sociology of belief.
(ii) Acquire and develop knowledge and skills that allow discussing and evaluating a new paradigm in the analysis of health and illness both in sanitary spaces as the influence of religion in the power and politics action.
(iii) Be able to work the situation of secularism ant religious fundamentalism.
(iv) Develop a critical capability of religion in democratic societies.
(vi) Develop a critical attitude and self-criticism in work with multicultural societies.
Syllabus:
1st Unit - Introductory considerations. Presentation of the syllabus. Methodologies of work and evaluation. 1. Religion as a topic in social science. 1.1. A history of research on religion. 1.2. Religion in cultural studies. 1.3. Functions of religion. 1.4. Concepts of religion.
2nd Unit – 2. Religious belief and its influence on social practices and believers cognitive world. 2.1. The religious belief. 2.2. Belief, cognition and emotion. 2.3. The creation of the religious world. 2.4. Religious art and its symbolic.
3rst Unit – 3. Religion as a narrative and the practice of power. 3.1. Religious institutions and the exercise of power in P. Bourdieu. 3.2. The appropriation of symbolic and religious ritual for political power. 3.3. The ethnic identification by religion and the process of social exclusion. 3.4. The relationship between the throne and the altar. 3.5. Religion and the management of violence: the victim, the sacrifice and the human civilization.
4rst Unit – 4. Religion, g
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
1. Theoretical exposition of contents the work area; individual and group debate of cases illustrating different problems of religion and power.
2. Integrate examples and scenarios of religious fundamentalism and secularism.
3. Characterization each field analysis: Bilief and gognitif world
4. Characterization each field analysis: religious art and representation
5. Religion and modern societies and democratic power.
Teaching Methodologies (Including Evaluation):
Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the students’ punctuality and attendance.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
1st unit – Theoretical exposition of contents the work area; individual and group debate of cases illustrating different problems of religion and power. 2nd unit – Theoretical exposition of contents for characterization each field analysis; oral presentation and discussion of reading works. Integrate examples and scenarios that clarify the issues under review; to demonstrate oral and written communication skills of expert assessment contents; to show autonomy and responsible conduct in social practice with sanitarian work. 3rst unit – Theoretical exposition of contents for characterization each field analysis; oral presentation and discussion of reading works. Integrate examples and scenarios that clarify the issues under review; to demonstrate oral and written communication skills of expert assessment contents; to show autonomy and responsible conduct in social practice with minorities 4rst unit – Theoretical exposition of contents for characterization each field analysis; oral presentation and discussion of reading works. Integrate examples and scenarios that clarify the issues under review; to demonstrate oral and written communication skills of expert assessment contents; 5rst unit. – Theoretical exposition of contents for characterization each field analysis; oral presentation and discussion of reading works. Integrate examples and scenarios that clarify the issues under review; to demonstrate oral and written communication skills of expert assessment contents.
Reading:
ADORNO, Theodor and Max Horkheimer (1993). “The Culture Industry: Enlightenment as Mass Deception.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 29-43.
AGAMBEN, Giorgio (2009). “What is an apparatus?” What is an Apparatus and Other Essays. Stanford: Stanford UP, 1-24.
ANDERSON, “Imagined Communities”
APPADURAI, Arjun (1990). Modernity at Large. Minneapolis: University of Minnesota Press.
BARKER, Chris (2008). Cultural Studies: Theory and Practice. 3rd ed. Los Angeles CA: Sage.
BARTHES, “Myth Today”
BAUDRILLARD, “The Precession of Simulacra”
BENJAMIN, Walter (?). “The Work of Art in the Age of Mechanical Reproduction”
BENNETT, Tony (2007). Critical Trajectories: Culture, Society, Intellectuals. Malden: Blackwell.
BOURDIEU, Pierre. (19