Programme Structure for 2024/2025
| Curricular Courses | Credits | |
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| 1st Year | ||
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Human Rights and Culture
6.0 ECTS
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Studies and Theories on Gender
6.0 ECTS
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Studies and Theories on Sexuality
6.0 ECTS
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Families, Conjugalities and Parenthood
6.0 ECTS
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Social Movements, Policies and Poetics of Gender and Sexuality
6.0 ECTS
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Trans Genders, Identities and Corporalities: Contemporary Challenges
6.0 ECTS
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Human Rights and Culture
Upon conclusion of the course, students should be capable of:
OA1. Identifying the main historical developments in the Human Rights' agenda;
OA2. Identifying the main changes in anthropology's receptiveness of the Human Rights' agenda
OA3. Explaining, comparing and criticizing trhe different theoretical approaches to the relationship between universal human rights and cultural relativity
CP1. Introduction to the course: The Universal Declaration of Human Rights
CP2. Anthropology and Human Rights
CP3. The universalism vs relativism debate
CP4. The concept of culture as a key issue in the debate
CP5. Two critical examples: the African Charter on Human and Peoples' Rights and the U.N. Declaration on the Rights of Indigenous Peoples
CP6. Recent Perspectives in Anthropology
CP7. International promotion of Women's Rights
CP8. Sexual orientation and gender identity: The Yogjakarta Principles
CP9. Critical perspectives: Human rights and the logic of neoliberalism.
CP10. The question of intercultural dialogue and cultural translation
Evaluation system: ongoing or exam. On-going: with 2 evaluation instruments - discussion of the readings in class (40%) and a final essay, 7 pp max (60%). It assumes, for the 1st instrument, a rate of attendance of at least 80%, oral participation in class, as well as its quality. The 2nd instrument will evaluate writing skills, the quality of bibliographical research, acquired knowledge, and skills of analysis and synthesis. Evaluation by exam: in the first turn, second turn or in the special turn.
BibliographyTitle: United Nations, 2006, The Yogkakarta Principles
Sousa Santos, B., s.d., Por uma concepção multicultural dos direitos humanos, online no site www.dhnet.org.br
Zizek, S., 2005, Against Human Rights, New Left Review, 34: 115-131.
Cowan, J., 2006, Culture and rights after Culture and Rights, Am. Anth., 108(1): 9-24
Eriksen, Th., 2001, Between universalism and relativism: a critique of the UNESCO concepts of culture, in J. Cowan, M.-B. Dembour e R. Wilson, orgs., Culture and Rights: Anthropological Perspectives, pp 127-48, CUP.
Turner, T., 1997, Human rights, human difference: Anthropology's contribution to an emancipatory cultural politics, Jrnl Anthro. Research, 53: 273-279.
Hatch, E., 1997, The good side of relativism, Jrnl Anthrop. Research, 53: 371-381
Zechenter, E., 1997, In the name of culture: cultural relativism and the abuse of the individual, Jrnl Anthro. Research, 53: 319-347
Messer, E., 1993, Anthropology and human rights, Annual Review of Anthropology, 22: 221-249
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Studies and Theories on Gender
After this course the student should be able to:
OA1.Understand the theoretical and methodological implications of the concept of gender
OA2. Distinguish between sex and gender in terms of usage and meanings
OA3. Understand the processes of construction and materialization of gender and its theoretical and political foundations
OA4. Perceive gender as a co-constitutive and intersectional element of the matrices of discrimination and oppression
OA5. Participate in and reflect on research and intervention aimed at fighting inequalities based on gender, or intersecting with gender. OA6. Know the main public diversity and gender equality policies
CP1 - Gender as a category of analysis
- Denaturalizing biological differences;
- Social construction of gender;
- Gender as identity, mask and dramaturgy;
- Gender as performativity;
- Gender as structure.
CP2-Theoretical and political foundations
- Stories of feminisms;
- Marxist and socialist feminisms;
- Black feminisms;
- Radical feminisms;
- Feminisms and Post-structuralism.
CP3 - Intersectional Perspectives: social markers of difference
- Gender and social class;
- The coloniality of gender;
- Queer, Qu*A*re, Cuir. Non-binary perspectives;
- Knowledge, bodies and trans theory;
- Bodies, ableism and social repression.
CP4 - Gender and social inequalities
- Gender and heteronormativity: family, reproduction and care;
- Gender and heteronormativity: Work and Masculinities, toxic masculinity and homophobia;
- Vulnerabilities and precariousness.
CP5 - Gender and policies for equality and diversity
Knowledge assessment will be carried out throughout the semester. The assessment will be based on the grade of: 1 individual work (assessment criteria:exposition and argumentation skills 70%) and participation in debates in classes (assessment criteria: quality of participation and oral argumentation skills 30%).
Class attendance: minimum 2/3 of the classes
A minimum score of 9.5 is required at all assessment times.
Assessment by exam will correspond to the delivery of an individual essay (100%). The work statement will be made available on Moodle 1 week before the delivery date. To pass the final exam, the minimum grade is 9.5.
The criteria for evaluating the work and the exam will be: quality of presentation of arguments and conceptual and methodological proposals, critical reflexivity and quality of form.
Title: "Butler, Judith (2017). Problemas de género: feminismo e subversão da identidade. Lisboa: Orfeu Negro (1990- edição original)
Connell, Raewyn. 2014. Gender in World Perspective. Cambridge: Polity PresDivers
Davis, Angela et al (2022), Abolition. Feminism. Now, New York, NY: Haymarket Books.
Healey, Joseph & Stepnick, Andi (2022). Diversity and society: race, ethnicity and gender. London: SAGE.
Hill Collins, Patricia, and Sirma Bilge (2016), Intersectionality, Hoboken, NJ: John Wiley & Sons.
Messerschmidt, J. W. et al. (eds.) (2018), Gender Reckonings, New Social Theory and Research, New York: NYU Press.
Rees, Emma (2023). The Routledge companion to gender, sexuality and culture. London: Routledge.
Segal, Lynne (2023), Lean on me: A politics of radical care, London: Verso.
Vergès, Françoise (2023), Um Feminismo Decolonial. Lisboa: Orfeu Negro."
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Title: "Aboim, S. & Pedro Vasconcelos (2021), “Gender (trans)formations in Europe and beyond: Transgender lives and politics from a transnational perspective”, Portuguese Journal of Social Science, 20 (3): 131-151.
Aboim, S. & Pedro Vasconcelos (2022), “O lugar do corpo. Masculinidades Trans e a materialidade corporal do género”, Revista de Estudos Feministas, 30 (3): e81202.
Aboim, Sofia (2010), Plural Masculinities: the remaking of the self in private life, Farnham (UK) & Burlington (USA): Ashgate.
Ahmed, Leila. (1992). Women and Gender in Islam: Historical Roots of a Modern Debate. New Haven, CT: Yale University Press
Amâncio, Lígia (2003). O género no discurso das ciências sociais. Análise Social, 38, 687-714.
Anzaldua, Gloria (1988). Borderlands/La Frontera. The new mestiza. S. Francisco, CA: aunt Lute books
Beasley, Chris (2005), Gender & Sexuality: critical theories, critical thinkers, London: Sage.
BEASLEY, Chris, H. BROOK & M. HOLMES (2012), Heterosexuality in theory and practice, New York: Routledge.
Bhattacharya, Tithi (ed). (2017). Social Reproduction Theory. Pluto Press
Bourdieu, Pierre (1998), La domination masculine, Paris: Seuil.
Butler, Judith (1993), Bodies that matter: On the discursive limits of sex, London: Routledge.
Butler, Judith (2004), Undoing gender, London: Routledge.
Butler, Judith (2015). Notes toward a performative theory of assembly, Cambridge, MA: Harvard University Press. (cap. 1e 4)
Carby, Hazel. (1982). ‘White Woman Listen! Black feminism and the boundaries of sisterhood’, in The Empire Strikes Back: Race and Racism in Seventies Britain. Routledge
Care Collective (2021). The care manifesto. London: Verso.
Code, Lorraine (2001). Encyclopedia of feminist theories, London: Routledge.
Colling, Leandro (2016) (ed). Dissidências sexuais e de género. Salvador: EDUFBA
Connell, Raewyn (1987), Gender & Power: society, the person and sexual politics, Cambridge: Polity
Connell, Raewyn (1995), Masculinities, Cambridge: Polity.
Davis, Angela Y., Gina Dent, Erica Meiners, and Beth Richie (2022), Abolition. Feminism. Now, New York, NY: Haymarket Books.
Davis, Angela. 1981. Women, Race and Class. New York: Random House
De Beauvoir, Simone. 1949. The Second Sex. New York: Vintage.
Delmar, Rosalind (1994). Defining Feminism and Feminist Theory In Anne Herrmann & Abigail J. Stewart (eds.), Theorizing Feminism: Parallel Trends in the Humanities and Social Sciences. New York: Westview Press.
di Leonardo, Micaela (Ed) (1991) Gender at the crossroads of knowledge. Los Angeles, University of california Press
Fausto-Sterling, Anne (2012), Sex/gender: Biology in a social world, New York, NY: Routledge.
Federici, Silvia (2021). Caliban and the witch: women, body and accumulation of capital. New York: Penguin.
Françoise Vergès (2023), Um Feminismo Decolonial ( 2019)
Garfinkel, Harold (1967), “Passing and the managed achievement of sex status in an “intersexed” person”, Studies in Ethnomethodology, Oxford: Polity.
Goffman, Erving (1977), The arrangement between the sexes, Theory and Society, 4 (3),
301-331.
Goffman, Erving (1979), Gender advertisements, New York: Harper.
Grave, Rita G., Oliveira, João M. & Nogueira, Conceição (2019). Desidentificações de género: performances subversivas. Ex aequo. 40, 89-104
Green, Adam I. (2007), “Queer theory and sociology: Locating the subject and the self in sexuality studies”, Sociological Theory, 25 (1), 26-45.
Haraway, Donna (2016), Staying with the trouble: Making Kin in the Chthulucene. Durham, NC: Duke University Press.
Hill Collins, Patricia (2019), Intersectionality as Critical Social Theory, Durham: Duke University Press.
hooks, bell (1982). Ain't I a Woman? Black Women and Feminism. London: Pluto Press
Kessler, Suzanne J. & Wendy McKenna (1978), Gender: An ethnomethodological approach, Chicago: University of Chicago Press.
Koyama, Emi. (2001). The Transfeminist Manifesto. In Rory Diecker & Alison Piepmeir (eds). Catching a wave: reclaiming feminism for the 21st century. Boston, MA: Northeastern University Press
Lamphere (1974) Women culture and society, A theoretical overview"". Stanford University press
Lima, Antónia; Rosie Reed (2016) Care in the Contexts of Crisis and social change. Lisboa, Portugal: Edições CRIA.
Lugones, Maria. 2007. ‘Heterosexualism and the colonial/modern gender system’. Hypatia 22(1)
Messerschmidt, J. W. et al. (eds.) (2018), Gender Reckonings, New Social Theory and Research, New York: NYU Press.
Moraga, Cherrie & Anzaldua, Gloria (2015) This Bridge Called My Back: Writings by Radical Women of Color. Albany, NY: State of New York University Press.
Oliveira, Joao M. (2017). Desobediências de gênero. Salvador: Devires
Oliveira, João M. (2016). Genealogias Excêntricas: Os mil nomes do queer. Periodicus, 6, 1-6.
Ortner, Sherry (1974) ""is female to nature what man is to culture? In Rosaldo, Michelle and Luise
Santos, Ana Cristina (2023) (ed) LGBTQ+ Intimacies in Southern Europe. Citizenship, Gender and Diversity. Palgrave Macmillan.
Scarborough, William J. & Barbara J. Risman (2017), “Changes in the gender structure: Inequality at the individual, interactional, and macro dimensions”, Sociology Compass, 11 (10), e12515.
Vasconcelos, Pedro (2018), “Ordens de género e reivindicações trans: a desgenitalização política do género?”, in A. Torres, P. Pinto, C. Casimiro (ed.), Género, Direitos Humanos e Desigualdades, Lisboa: CIEG/ISCSP-UL, 259-280.
Walby, Sylvia (1991), Theorizing patriarchy, Oxford: Blackwell.
West, Candace & Don H. Zimmerman (1987), “Doing gender”, Gender and Society, 1 (2), 121-51."
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Studies and Theories on Sexuality
OA1. Identify and describe essential theories and models in the field of sexuality;
OA2. Interpret, critically evaluate, and discuss scientific research in the field of sexuality;
OA3. Create research questions and develop scientific studies in the field of sexuality;
OA4. Evaluate and analyze phenomena inherent to the social views of sexuality;
OA5. Evaluate and analyze personal factors inherent to experiences with sexuality.
CP1. Introduction to fundamental concepts
CP2. Methodologies to study and analyze phenomena in the field of sexuality
CP3. Major theories of gender and sexual identity
CP4. Historical perspectives on sexuality
CP5. Sexuality, economy, and globalization
CP6. Cultural differences and different perspectives about sexuality
CP7. Sexuality and new technologies
CP8. Psychosocial determinants of sexual responses
CP9. Psychological factors that regulate sexual experiences
Assessment throughout the semester:
-Group work on a current topic offered by the teachers 30%
- Final individual essay of up to 3000 words 60%
- Participation 10%
Assessment by exam: written and individual, 100%
Title: •Thomas Laqueur, Making Sex: Body and Gender from the Greeks to Freud. l990. Cambridge:Harvard University Press. (Cap. 5, "Discovery of the sexes")
•Foucault, Michel. 1994 (1976). História da Sexualidade, volume 1 - A Vontade de Saber. Lisboa: Relógio d'Água (Cap 1, Nós Vitorianos; Cap 2, A hipótese repressiva).
•Butler, Judith. 2017 (1990) Problemas de Género. Feminismos e subversão da identidade. Lisboa: Orfeu Negro. (Cap.1, "Mulheres" como sujeito do feminismo)
Dowsett, G., 2017, The Sociology of Sexuality. In K. Korgen (Ed.), The Cambridge Handbook of Sociology: Core Areas in Sociology and the Development of the Discipline (pp. 264-273). Cambridge: Cambridge University Press.
•Gordo López, Ángel J. and Cleminson, Richard M., 2004, Techno‐Sexual Landscapes: Changing Relations Between Technology and Sexuality. London: Free Association Books.
•Carroll, J. L. (2019). Sexuality now: Embracing diversity (6th ed.). Cengage.
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Title: •Stoler, Ann Laura. 1995. Race and the education of desire: Foucault's history of sexuality and the colonial order of things. Durham, NC: Duke University Press. (Cap. 1 "Colonial Studies and the History of Sexuality")
•Rubin, G. 1984. Thinking sex: notes for a radical theory on the politics of sexuality. In Pleasure and danger: exploring female sexuality (ed.) C. Vance, 267-319. Routledge.
•Boellstorff, Tom. 2007. Queer studies in the house of anthropology. Annual Review of Anthropology 36:17–35.
•Irvine, J., 2014, Is sexuality research ‘Dirty Work’? Institutionalized stigma in the production of sexual knowledge. Sexualities, 17(5/6), 632–656.
•Bernstein, E. & Schaffner, L. (Eds.), 2005, Regulating sex: The politics of intimacy and identity. New York: Routledge (capp. 5-6-7)
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Families, Conjugalities and Parenthood
Students who successfully complete the course will be able to:
OA1. Identify and understand the main theoretical perspectives on family in anthropology, psychology and sociology
OA2 Understand the social dimension of family relationships, moving away from naturalizing perspectives on family and reproduction
OA3. Understand the distinction between family, sexuality, conjugality & reproduction
OA4 . Understand the importance of family studies to comprehend historical and social processes of transformation of families, conjugal & parental relationships
OA5. Understand the impact of social movements and academic production on public policies on family, conjugality & parenting
OA6. Participate in an informed and critical perspective in the debates on these topics, being able to mobilize knowledge in research design and social intervention
CP1 - Family and Kinship Studies
History and criticism
marriage and reproduction
CP2 - Implications of gender and sexuality studies on family theories
CP3 - social transformation and new forms of family organization
conjugalities
sexualities
birth and reproductive technologies
family relations and family models: Diversities
CP4 - Motherhood and fatherhood: practices, representations and identities
CP5 - Family policies and reproductive rights
CP6 - Quality of relationships in same-same couples
CP7 - Intimate partner violence among same-sex couples
CP8 - Family relationships and child development in same-sex led families
Knowledge assessment will be carried out throughout the semester or by a final written exam. The assessment will be based on the cumulative grade of: 1 individual written essay (assessment criteria: exposition and argumentation skills 70%) and participation in debates in classes (assessment criteria: quality of participation and oral argumentation skills 30%).
Class attendance: minimum 2/3 of the classes.
A minimum score of 9.5 is required at all assessment times.
In the case of unsuccessful evaluation or failure in submitting their work to any of these assessment moments, students can be evaluated through the final exam.
The criteria for evaluating the work and the exam will be: quality of presentation of arguments and conceptual and methodological proposals, critical reflexivity and quality of form.
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Social Movements, Policies and Poetics of Gender and Sexuality
LO1. Understanding the processes through which social movements and politics have targeted gender and sexuality norms and practices as well as the multiple ways in which mobilization and politics are shaped by gender and sexuality, alongside race, ethnicity, socioeconomic status.
LO2. Introducing and critically discussing some case studies related to the topics of the course.
LO3. Understanding the intersectional articulations of gender studies with other areas of knowledge.
LO4. Acquiring the skills to read complex texts that discuss gender, sexuality, social movements and politics, and to communicate and to argue accurately in written and oral contexts.
PC1.1 Locating gender and sexuality in social movement practice and politics.
PC1.2 Women’s, feminist and gender justice movements.
PC2.1 Grassroots activism in the global context: sex-workers’ organizations.
PC2.2 Trafficking, counter-trafficking and contemporary feminism.
PC2.3 Transnational feminist approaches: gender and politics in the Middle East and North Africa.
PC2.4 Gender, sexuality and violence in Palestine/Israel.
PC3.1 Bodies in alliance and intersectionality - feminist uprisings, queer collectives.
PC3.2 Counter-homonormativities.
PC3.3 Femonationalism and homonationalism.
PC3.4 Rethinking movements for the common in the capitalocene.
Evaluation is throughout the semester. Marks will be calculated in the following way:
1) Oral presentation of a selected text: 30%
A group of students presents a text selected from the reference list to the whole class.
2) Final written paper: 60%
An individual essay developed by each student on a theme of the discipline maximum 20,000 characters including spaces.
3) Active Participation in classes: 10%
The active participation in the discussions and debates and presence in class.
Students must be present at least in 70% of classes throughout the semester.
The assessment criteria for the assignment throughout the semester and for the final essay will include the quality of the presentation of arguments and conceptual and methodological proposals, critical reflexivity, and the formal quality of writing.
A minimum grade of 9,5 is required in each moment of evaluation.
In the case of unsuccessful evaluation or failure in submitting their work to any of these assessment moments, students can be evaluated through a final exam. Assessment through exam will be based on the submission of an individual assignment (essay) (100%). The assignment's instructions will be made available on Moodle one week before the submission date.
Title: - Abu-Lughod, L. (2013) Do Muslim Women Need Saving? Cambridge and London: Harvard University Press.
- Arruzza, C., Bhattacharya, T., Fraser, N. (2019) Feminism for the 99%: A Manifesto. London: Verso.
- Clemente, M. (2023) Feminism and Counter-Trafficking: Exploring the Transformative Potential of Contemporary Feminism in Portugal. Social & Legal Studies, 32(3), 420-440.
- Daniele, G. (2014) Women, Reconciliation and the Israeli-Palestinian Conflict: The Road Not Yet Taken. London and New York: Routledge.
- Lopes, A. (2006) Trabalhadores do sexo uni-vos! Organização laboral na indústria do sexo. Publicações Dom Quixote.
- Oliveira, J.M. (2023) Uprisings: A Meditation on Feminist Strategies for Enacting the Common. In: Santos, A.C. (eds) LGBTQ+ Intimacies in Southern Europe. Citizenship, Gender and Diversity. London: Palgrave Macmillan.
- Puar, J. (2013) Rethinking Homonationalism. International Journal of Middle East Studies, 45(2), 336–339.
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Title: - Al-Ali, N. (2012) Gendering the Arab Spring, Middle East Journal of Culture and Communication, 5: 26-31.
- Butler, Judith (2015) Notes toward a performative theory of assembly. Cambridge, MA: Harvard University Press.
- Cockburn, C. (1998) The Space Between Us. London and New York: Zed Books. ch. 2, pp. 46-75.
- Della Porta, D. (2006) Social Movements, Political Violence and the State. Cambridge University Press.
- Doezema, J. (2010) Sex Slaves and Discourse Masters: The Construction of Trafficking. Zed Books.
- Farris, Sara (2017) In the name of women’s rights: The rise of femonationalism, Durham, NC: Duke University Press. – Introduction.
- Grant, Ruby & Nash, Meredith (2020) Homonormativity or queer disidentification? Rural Australian bisexual women's identity politics. Sexualities, 23 , 592-608.
- Haraway, Donna J. (2016) Tentacular thinking: Anthropocene, capitalocene, chthulucene. e-flux, 75: https://www.e-flux.com/journal/75/67125/tentacular-thinking-anthropocene-capitalocene-chthulucene/
- Lasio, Diego, Oliveira, João Manuel and Serri, Francesco (2020) Queering kinship, overcoming heteronorms. Human Affairs, vol. 30 (1), pp. 27-37.
- Quirk, J., Kenway, E. & Thibos, C. (Eds.) (2021) It’s time to get off the fence on sex workers’ rights. Beyond Trafficking and Slavery/openDemocracy.
- Sharoni, S. (2012) Gender and Conflict Transformation in Israel/Palestine. Journal of International Women’s Studies, 13(4): 113-128.
- Spivak, Gayatri Chakravorty (2010) “Can the Subaltern Speak?” revised edition, from the “History” chapter of Critique of Postcolonial Reason. In Rosalind C. Morris (ed.). Can The Subaltern Speak?: Reflections On The History Of An Idea. New York: Columbia University Press. (46-66).
- Weldon, L. S., Lusvardi, A., Kelly-Thompson K., Forester S. (2023) Feminist waves, global activism, and gender violence regimes: Genealogy and impact of a global wave. Women’s Studies International Forum, 99.
- Yuval-Davis, N. (1997) Gender & Nation (Los Angeles and London: Sage) ch. 1, pp. 1-25.
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Trans Genders, Identities and Corporalities: Contemporary Challenges
At the end of this curricular unit (UC), students will be able to:
LO1. Understand the fundamental concepts in the field of trans movements and studies.
LO2. Identify processes and contexts of recognition and discrimination against trans, non-binary and gender diverse people
LO3. Discuss risk and protective factors in the health of trans, non-binary and gender diverse people throughout the life cycle.
LO4. Identify trans-affirmative health practices
LO5. Critically discuss on corporeality and the person
CP1. Trans and gender diversity from the perspective of the social sciences
1. Concepts and theories. Emergence of the trans movement and trans studies
2. Discrimination against trans and non-binary people from an intersectional perspective
3. (Gender)Recognition, Rights and implications for Public Policies
CP2. Health among TransGender and Gender Diverse (TGGD) people throughout the life cycle
1. Risk and vulnerability factors in TGGD health
2. Protection factors and resilience among TGGD people
3. Trans-affirmative healthcare and standards of care
CP3: Biopolitics, cyborgs, post- and trans-humanisms. Challenging the concepts of corporeality and person
1. The reinvention of nature, gender and sexuality: from Donna Haraway
2. Questions of post-humanism and trans-humanism, and work on the body. Around the Excel Project by anthropologist Chiara Pussetti
3. Interventions on the body, gender and sexuality: from Paul Preciado
4. Transhumanism, gender and sexuality: from Abou Farman
In this UC, students can choose between assessment throughout the semester or assessment by exam.
Assessment throughout the semester:
In assessment throughout the semester, students are expected to participate in class, do a written assignment as a group and present it in class (oral presentation) and take a written test after the end of class. The written test occurs on a date to be agreed at the Year Council, coinciding with the date of the final exam for those in the assessment by exam method in the first period.
The group work should focus on topics covered by one of the syllabuses listed (CP1, CP2 or CP3) and is presented orally in the last class(es).
The assessment elements are weighted as follows in the final grade:
Written group work and oral presentation in class (40%). The written work is assessed by the group (30%) and the oral presentation is assessed individually (10%).
Written test (60%)
Assessment by exam:
Assessment by exam occurs exclusively during the assessment period and covers all the material taught in the curricular unit. It is a written exam and counts for 100% of the final grade. This type of assessment is open to students who have chosen this type of assessment, as well as those who have not passed the assessment throughout the semester.
The final written exam counts for 100% of the final grade.
In each assessment instrument, the student must obtain a minimum final grade of 10 points.
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