|Anthropology of Space||145AESP|
|2||Master||Architecture and Urbanism||3 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|To promote knowledge and understanding at a level that, based on secondary schooling knowledge, will develop and deepen it. Thus the CU aims to promote the ability to define the area of knowledge of anthropology, both in terms of subject and in terms of general methodology. |
To produce an understanding of how the different theoretical paradigms within the social sciences in general and anthropology in particular, focus and conceptualize the space differently and different way.
To develop the capacity of understanding and of questioning of the theories lectured considered in regard to an application of the theoretical study of real social worlds within a perspective of practical craft of architecture and urban planning.
|1.Anthropology: definition; |
2. Space: questioning the concept
3. Space: genealogy of the concept in the Social Sciences
4. The city as a system and as a symbolic entity - heritage; inclusion/exclusion
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|To promote the ability to define the area of knowledge of anthropology, both in terms of subject and in terms of general methodology (point program: 1.) |
Produce understanding of how different theoretical paradigms within the social sciences in general and anthropology in particular, focus and conceptualize space and several different (points of the program: 1.2 to 184.108.40.206.)
Develop the capacity of understanding and questioning of current theories considered in regard to application of the theoretical study of real social perspective of practical craft of architecture and urban planning (points of program: 2 e 3).
Such a strategy of teaching / learning aims to develop in students the ability to solve problems within their area of study, and to constitute and substantiate their arguments.
|Teaching Methodologies (Including Evaluation):|
|Lectures of expositive nature|
Practical analytical work of a plac3/space (points 1 and 2 of the program)
Written test (program point 3)
The evaluation will be based on the student's ability to apply the acquired knowledge and understanding, which should show a professional approach to the work developed in their vocational area
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The nature of the points 1 and 2 is mainly theoretical which is consistent with the type of classes; evaluation through practical work (paragraphs 1 and 2 of the program) aims at the production capacities of practical application referred to in Goals. Students should develop the ability to collect, select and interpret relevant information, particularly in their area of study, so as to enable them to support their solutions and the judgments they make, including in analyzing relevant scientific and ethical social aspects; also to develop skills that allow them to communicate information, ideas, problems and solutions, both to specialists and non-specialists.|
|Lynch, K, (1999), A imagem da cidade. Lisboa: Edições 70 |
Pereiro, X, et al (org), (1998) Cultura e Arquitectura, Santiago de Compostela: Edicións Lea.
Seixas, P Castro, (2017) Urbanismo, cultura e globalização em Portugal, Revista Brasileira de Gestão Urbana (3).pp 55-71.
Silva, M C da (org.), (2016) "Orientalismos periféricos", Revista de Estudios Internacionales Mediterráneos, 21: 1-117.
Santos, P M. e Seixas, P. C. (ed) (2014) Globalization and Metropolization, Berkeley, CA: Inst Governmental Studies/Univ of California, Berkeley.
Roberts, L, (2018), Spatial Anthropology: Excursions in Liminal Space. London: Rowman&Littlefield.
Santos, P M, (2017),Tourism and the critical cosmopolitanism imagination: ‘The Worst Tours’ in a European World Heritage city, International Journal of Heritage Studies.
Santos, P M, (2017),The concept of ‘first-place’ as an Aristotelean exercise on the Metaphysics of Heritage. International Journal of Heritage Studies, 24:2, 121-127.