The seminar Research Design I aims at supervising and supporting PhD students in the preparation of their thesis proposals.
Students are expected to:
LO1. Define the key research questions and present their intellectual motivation.
LO2. Reveal awareness of the need for both planning the research work and explaining the relevance of the research project.
LO3. Describe the theoretical framework, key problems and research hypothesis.
LO4. Identify the key literature in their research fields and the main primary sources to support the research projects.
LO5. Write a State of the Art essay on their research topics.

PC1. How to choose the main research problem;
PC2. How to design a research project. Feasibility and relevance of the research topic;
PC3. The theoretical framework. How to define research hypothesis and how to test them;
PC4. How to search and review the relevant literature;
PC5. The role of interdisciplinary research;
PC6. Criteria to select primary sources.

Besides requiring a minimum 75% attendance, assessment consists on:
A) Active participation on the debates and discussions held in classroom, which includes oral presentation of the drafts of the review essay and of the primary sources essay (30%)
B) Written draft of a review article on the research issue and on its work hypothesis (c. 5000 words).
C) Written draft on the primary sources (c. 5000 words);
D) State of the Art essay (c. 10000 words) (B, C and D: 70%)

The seminar Research Design II aims at supervising and supporting PhD students in their thesis proposals.
Students are expected to:
LO1. Deepen information retrieval and information management skills in electronic and ICT information resources;
LO2. Master advanced methodologies in Historical analysis;
LO3. Understand the advantages and specific methodologies of interdisciplinary analysis;
LO4. Develop oral and written communication skills;
LO5. Produce an oral and written presentation of a fully developed thesis project which should be concluded by the end of the semester and ready to be submitted, in a public session, before a small jury, made out of PhD programme teachers and each of the students? supervisor.

PC1. Using advanced methodologies in historical analysis;
PC2. Storing and saving Information. Information retrieval and information management skills in electronic and ICT information resources;
PC3. Organizing the data: how to outline an index for the thesis;
PC4. Planning and managing the research project (including key stages).

Besides requiring a minimum 75% attendance, assessment consists on:
A) Active participation on the debates and discussions held in classroom, which includes oral presentation of the drafts of the review essay and of the archival sources essay (10%)
B) First draft explaining the methodological approach, the index proposal, and the milestones for the 4-year period (c. 5000 words) (35%)
C) Complete Thesis Project proposal (c. 15000 words) (55%)

- To stimulate students to develop historiographical and theoretical frameworks for their research;
- To enhance the students? ability to take advantage of multidisciplinary approaches;
- To make students aware of the importance of autonomous learning and the challenge of permanent updating;
- To increase the students? competence in organizing information and in planning their work;
- To develop the students? sense of responsibility and intellectual rectitude.

Part I - Theory of History and Historiography:
1. National History and its impact in the nineteenth century.
2. Social history and the hegemony of the ?school of the Annales? in the mid-20th century.
3. The linguistic-cultural turn and the debate on post-modernism in the 1980s and 1990s.
4. Global History in the 21st century.
5. The theoretical implications of methods: the case of prosopography.
6. Reflections on the writing and rhetoric of history.

Part II ? Applied methodology:
1. Semi-automatic bibliography management systems:
- Zotero / Endnote: application exercises;
- Advantages, problems and limits of these applications.
2. Databases and knowledge organization / creation:
- Problems of historical knowledge and the design of a database structure;
- Practical exercises.
3. From the text to the computer treatment of speech.
4. Network analysis:
- Theoretical fundamentals;
- Main measures and practical exercises.

- Attendance and participation, namely contribution to the discussion of texts in the seminar, is worth 10% of grade;
- Two individual essays, one for Part I and one for Part II, are worth 90% of grade.

The purpose of this seminar is to enable students to combine their choice of specialist subject with the opportunity to attend a range of initiatives (lectures, workshops, etc.) of their choosing within the same specialist area. The aim is to provide them with a space for critical reflection on the latest national and international research on the topics that are most relevant for their proposed theses and, at the same time, to encourage them to engage with existing networks and projects in their fields.

There is no pre-established programme for the seminar. The content will be selected in line with the objectives of the course unit, which are to broaden PhD students? perspectives on how to approach the subject-matter of their doctoral theses and to expose them to new interpretations and the latest research results in their fields of interest.

Students should aim to take part in 4?6 initiatives over the semester, half of which must be in the field of History. Their proposals must first be approved by the seminar conveners and they must afterwards submit attendance certificates to confirm they have attended.
The final assessment will consist of an oral presentation and a written report of 3,500?4,500 words that critically analyses what the events attended have added to the students? ideas about the subject-matter of their PhD theses.

The work program has three parts. The first one corresponds to sessions dedicated to theoretical discussion, which introduce the main debates underway in international historiography. The second one is based on the contribution of invited experts to address specific issues. The last part consists on the presentation and discussion of the students? essays that should intersect the issues dealt during the seminar with the topics examined in their doctoral dissertation projects.

1. Why do institutions matter?
2. Economic development under discussion
3. Formal and informal institutions
4. Economic development and the State
5. Economic development, institutions and globalization
6. Civil society: cooperation and economy
7. Corporatism and neo-corporatism

Addicional themes will be address by invited speakers, chosen after the students'

The evaluation is based on two main elements:
-Participation in the debates during the seminar sessions, with questions related to the recommended bibliography for each one (40%);
- A critical essay (about 3000 words) based on two recently published titles (articles or book chapters) that allow to cross the issues discussed in this seminar with the themes addressed in the doctoral project of each student (60%).

From the point of view of social and cultural history and in particular of conceptual history, the seminar aims to contribute to build a integrated study of great thematic axes which are necessary to understand multiple processes and ways of development of modernity in the Western world.
The crisis of great historical narratives put in question the teleological perspectives, stimulating the rethinking of traditional historical records and the idea of historicity. The concept of modernity has been discussed, underlining the diversity of processes and meanings of the modern, from historical and sociological perspectives.
On the other hand, the dynamics of modernity shows how complex, plural and articulated they are from various points of view (economic, social, cultural, linguistic, religious, political and institutional). It is about this plurality, complexity of processes of modernity that we will reflect in terms of longue durée.

1. Theoretical introduction. Socio-historical perspectives of modernity. Multiple modernities;
2. Key concepts of Modernity;
3. Capitalism, world-economy, world-culture;
4. Nation-state, nationalisms and historical consciousness;
5. Secularization, religion and politics;
6. Modernity, arts and public space;
7. Movements, associative movements and public sphere;
8. Cultures, identities and belongings.

The students' performance will be evaluated on an ongoing basis. A 75% attendance will be required. The following evaluation elements are foreseen: regular participation in the seminar, with oral presentation of a text (40% of the final grade); Written assignment, to be delivered at the end of the semester (60% of the final grade).
10.4.1.8. Demonstração da coerência das metodologias de ensino com os objetivos de aprendizagem da unidade curricular.

This seminar proposes a political history of the Portuguese empire in comparative perspective and in the longue-durée. It combines a bird view of these experiences with grounded research, reason why it integrates experts on the subject of each session. The seminar starts with the theoretical, methodological, and historiography debates on the study of empires, aiming to locate Portuguese imperial experiences in wider contexts. In concrete, it intends to explore the interactions of the Portuguese imperial experiences with their geopolitical, economic and cultural, namely the connections and comparisons that can be established between them.

Political History of the Portuguese Empire in Comparative Perspective
1st session: Empires, Colonialism, Post-Colonialism, world history, global history, connected history
2nd session: Between the Mediterranean and the Atlantic: the islands experience
3rd session: Projects of conquest and the construction of Estado da Índia
4rd session: Models of colonization in the Americas
5th session: Imperial rivalries in the 17thand 18th centuries
6th session: The political economy of the early-modern empires: products and networks
7th session: Reform and American independences
8th session: African empire, between slavery and abolitionism
9th session: The empire between the Berlin Conference and the 1st World War
10th session: Late colonialism, forced labor, colonial resistance
11th session: Estado Novo and the Colonial War in the era of decolonization
12th session: Decolonization, flight, integration

The assessment of this seminar is divided into two parts:
- Participation in the sessions (30% of the final grade), discussing in each session the mandatory readings;
- An essay (max. 5000 words) that combines the topics, problems and bibliography of the seminar with the doctoral thesis project (70% of the final grade).
75% of attendance (9 sessions) is required.

The seminar Social Dynamics and Political Structures II were designed as a functional whole from an introduction called ?Scales and Historiography? that aims to define and discuss concepts and historiographical guidelines. The focus is discussion and refusal of passive acceptance of the dominant historiographical guidelines. In the next part called ?Perspectives? these concepts are tested when applied to specific areas of social action. We selected three cross chronology fields of observation. The objective is not, under any circumstances, to equip students with contents that are supposed seized, but to foster the immersion inside problems and historiographical debates. In this sense it is intended a collective participation through discussion around readings. This will be the seminal part of the course.

I. General introduction of the seminar
II. Scales and historiography
1. Territories, boundaries, frontiers
2. Centers and peripheries
3. Groups, individuals and society
III. Perspectives
1. The State
- Symbolic construction and historiographical interpretations
- Forms and practices of power
2. The City
- Symbolic space and power
- Object, subject or context
3. The People
- The "popular" as a historiographical category
- Contest and social movements
IV. Conclusions

Elaboration of an essay with a maximum of 5000 words from a theme of the program. Connection with the theme of the thesis is favored.
One of the sessions of the seminar will be dedicated to the orientation and discussion of the work in progress.

The aim of this seminar is to enable students to combine the option of a specialty with the diversified frequency of scientific initiatives (conferences, colloquiums, etc.) of their choice within their own expertise. It is intended, therefore, to provide them with a critical reflection on the latest national and international research - focusing on the most relevant topics for their PhD thesis - and to enhance a conceptual and historiographic framework of social dynamics and political structures in a long-term perspective.

There is no pre-established programme for the seminar, though it aims to complement the Seminar Dynamics Social and Political Structures II. The contents will be selected in line with the objectives of the course unit: to broad the student?s perspectives of their PhD subject and to put them in contact with relevant scientific literature and the results of the most recent research in their area of expertise and scientific interests.

The final evaluation consists of two texts, each with 1200 words, on themes or works of two of the conferences attended and the critical analysis of what they added to the reflection on the Ph.D subject. They should be delivered during the semester, on dates to be fixed, and presented orally, in sessions organized for this purpose.

This seminar aims to provide an updated approach to the interrelated scholarly fields of Empires, Colonialism and Post-colonialism. The seminar gives priority to issues of a more theoretical, conceptual, methodological and historiographical vein. Its primary concern is to define concepts, to establish typologies and to discuss the main trends and debates that currently cross the scholarship on empires, colonialism and post-colonialism
Students are expected to:
LO1 Manage the theoretical framework, the key concepts and the analytical categories currently used in the scholarship on empires, colonialism and post-colonialism
LO2 Get acquainted with the main trends and the most important debates within this specific scholarship
LO3 Be able to discuss the mainstream topics of research in this scholarly field
LO4 Develop the ability to debate with and to report orally to specialists and non-specialists
LO5 Develop advanced skills of research, reading and review of specialized literature

This Seminar comprises 4 main Program Contents (PC):
PC1. Empires: historiography, theory, concepts, and analytical categories.
PC2. Colonialism: historiography, theory, concepts, and analytical categories.
PC3. Post-colonialism: historiography, theory, concepts, and analytical categories.
PC4. Selected topics.

Besides requiring a minimum of 75% attendance, the assessment consists of two components (each weighting 50% of the final grade):
AV1. Active contribution to in-class discussions, including the preparation and presentation of selected readings.
AV2. Writing of a comprehensive Bibliographic Essay on a selected topic.

This seminar aims to update and deepen the knowledge of the students about the problematics, the theoretical and conceptual formulations, and the historiography concerning institutions and economic development from the Middle Ages to our times.

This seminar will function in the modality of conferences, which corresponds to the attendance by the students, under a regime of monitored choice, to between 4 and 6 workshops and seminars chosen among the academic events provided by the institutions that integrate the PIUDHist or other university institutions.

Students should write two papers, each with 1200 words, on the topics or papers presented in two of the seminars they will attend. The papers must be delivered during the semester, in two dates to be fixed, and then presented orally, in sessions organized for that purpose.

The Monitoring Seminar (available from the 3rd to the 8th semester, while the students are devoted to the dissertations) aims to offering the students an opportunity to share the positive and negative outcomes of their research experiences and to gain efficiency in the development of their research plans and schedules. The priority of this seminar is to create the conditions for students to actually complete their dissertations within the assigned deadline. The monitoring seminar works in an independent but articulated manner vis-à-vis the regular relationship established between doctoral students and their supervisors.

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The assessment is based on the level of achievement of these objectives, as measured by a progress report presented at the end of the semester. The grading scale includes three levels of approval (A, B, C) plus one level of non-approval.

The Monitoring Seminar (available from the 3rd to the 8th semester, while the students are devoted to the dissertations) aims to offering the students an opportunity to share the positive and negative outcomes of their research experiences and to gain efficiency in the development of their research plans and schedules. The priority of this seminar is to create the conditions for students to actually complete their dissertations within the assigned deadline. The monitoring seminar works in an independent but articulated manner vis-à-vis the regular relationship established between doctoral students and their supervisors.

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The assessment is based on the level of achievement of these objectives, as measured by a progress report presented at the end of the semester. The grading scale includes three levels of approval (A, B, C) plus one level of non-approval.

This curricular unit refers to both the research of original sources and secondary literature and the writing of the chapters of the thesis.

Not applicable

Not applicable

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The assessment is based on the level of achievement of these objectives, as measured by a progress report presented at the end of the semester. The grading scale includes three levels of approval (A, B, C) plus one level of non-approval.

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The assessment is based on the level of achievement of these objectives, as measured by a progress report presented at the end of the semester. The grading scale includes three levels of approval (A, B, C) plus one level of non-approval.

The Monitoring Seminar (available from the 3rd to the 8th semester, while the students are devoted to the dissertations) aims to offering the students an opportunity to share the positive and negative outcomes of their research experiences and to gain efficiency in the development of their research plans and schedules. The priority of this seminar is to create the conditions for students to actually complete their dissertations within the assigned deadline. The monitoring seminar works in an independent but articulated manner vis-à-vis the regular relationship established between doctoral students and their supervisors.

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The assessment is based on the level of achievement of these objectives, as measured by a progress report presented at the end of the semester. The grading scale includes three levels of approval (A, B, C) plus one level of non-approval.

The Monitoring Seminar (available from the 3rd to the 8th semester, while the students are devoted to the dissertations) aims to offering the students an opportunity to share the positive and negative outcomes of their research experiences and to gain efficiency in the development of their research plans and schedules. The priority of this seminar is to create the conditions for students to actually complete their dissertations within the assigned deadline. The monitoring seminar works in an independent but articulated manner vis-à-vis the regular relationship established between doctoral students and their supervisors.

The Monitoring Seminar is designed to support and promote the four main components of doctoral students? work along the 3-years period devoted to complete their dissertations: (A) Data survey and analysis, (B) Literature updating, (C) Writing, (D) Methodological training and CV-making. The relative weight of these items varies annually.

The assessment is based on the level of achievement of these objectives, as measured by a progress report presented at the end of the semester. The grading scale includes three levels of approval (A, B, C) plus one level of non-approval.