Ruy Jesus de Llera Blanes

Antonio Maria Pusceddu

LG1) Know the fundamental elements of the history of the anthropology of development, its theoretical principles, methodological strategies and ways of articulating it with other and complementary areas of development;
LG2) Know the methods and techniques of anthropological intervention in development projects - ethnography, local knowledge, cultural mediation;
LG3) Develop a perspective on development based on the criticisms and contributions of anthropology.

P1. Historical view of the emergence and transformations of anthropology issues, strategies and methodologies in the area of ​​development.
P2. From development to post-development, contemporary critical perspectives – ethnography, empowerment and participation.
P3. Interdisciplinarity and transdisciplinarity, the qualitative and the quantitative in developmental applicability: possibilities of anthropology
P4. From global good intentions to local disappointments. Implementation deficits in the decalage between the expected effects of public policies and results on the ground.
P5. Local factors inhibiting social change - bureaucracy, ideology and disregard for local contexts.
P6. Case studies.

a) 30% of the final grade - Attendance and participation in classes; Learning report (approx. 2,000 words) on a selected topic or bibliography to be indicated by the teacher;
b) 70% of the final grade - Essay (maximum 5,000 words including bibliography) on a selected topic or bibliography to be indicated during the semester.
c) optionally, or in case of insufficient assessments - final exam (100%)

Luís Mah

Clara Carvalho

LO1: To know the origins and evolution of the agendas for global development since 1945, from their institutional and ethical dimensions to the role played by multiple actors as well as to the geographic and thematic diversity in terms of practices;
LO2: To know and analyse the quality and financing of european cooperation for global development;
LO3: to develop a critical perspective on global development from the particular geographic, political, economic, social and cultural context of Sub-Saharan Africa.

The syllabus is divided into three modules:
The first module focuses on the origins and evolution of global development agendas from the end of World War II to the present day, looking in particular at the twenty-first century and the transformations of the last two decades in terms of policies, practices and actors; the second module reflects on and discusses the role of the European Union (EU) as a global actor and major donor in terms of regulations, economics and security; the third module looks at global development cooperation from the perspective of those who are seen as ""beneficiaries"" as in the case of sub-Saharan Africa.

The assessment will take place throughout the semester and these are the requirements:
a) 35% - Group Work - Modules 1 and 2; b) 35% - Group Work - Module 3; 3) 30% - Individual Essay

João Silva

The program of this curricular unit "State and Development" aims at achieving three kinds of objectives : a) Promote knowledge and understanding of the evolution of the role of the State in the process of development as well as the various contemporary dynamics that affect its operation; b) promote the ability to be involved in preparing public action aiming at development and that includes both state and non-state organisations at different territorial levels; c) stimulate the ability to participate in the construction of scientific knowledge in these fields.

1.The nature of the State
2.Developmentalism in the Post-WWII period
3.Neoliberalism
4. Developmental States
5. The return of the State(?) in a new global environment
6. Regional Development and Local Development
7. Global Governance

Assessment will consist of a group assignment and presentation (25% of the final grade) and a written exam (75% of the final grade). Final assessment will consist of an exam accounting for 100% of the grade. In repeat period, assessment will consist of a written exam (100% of the final grade).

Rui Pena Pires

Nuno Nunes

a) Acquisition of basic knowledge about the main theories of modernity, from classical sociology to contemporary sociology.
b) Development of basic skills for comparative discussion of those theories.
c) Development of basic skills in the analytical use of the main concepts and statements of those theories in the study of development.

1. Introduction: modernity, change and development
I. Modernity in classical sociology
2. Modernity as differentiation
3. Modernity as commodification
4. Modernity as rationalization
II. Continuities and reformulations
5. Modernization and modernity
6. Dimensions of modernity
7. Multiple modernities
III. Beyond modernity?
8. The post-industrial age
9. The information age
10. The postmodern age

The assessment is based on the preparation, by each student, of an individual essay:
a) the essay topic is chosen by each student and approved by the professor, and a list of suggestions is included in the curricular unit's support materials;
b) the treatment of the topic should allow the comparison between alternative conceptualizations of modernity, as well as the application of the results of this comparison to the study of development;
c) the essay cannot be longer than 16,000 characters, including spaces, but not cover, index and references.
Information about student participation in classes can be used by the professor to increase the final classification by a maximum of two values.

Luís Francisco de Carvalho

A. Knowledge and Understanding:
- Knowing and understating the formatic of the development problematic and its historical trajectory
- Knowing and understanding the main theoretical discussions about development.
B. Knowledge use:
- Being able to use theoretical knowledge in order to understand different development experiences.
- Being able to use theoretical knowledge in order to discuss and critically assess current and future development challenges.
C. Communication:
- Capacity of reasoning in order to construct theoretical, logical and factual arguments and to communicate them to others.
D. Learning process:
- Capacity of autonomous study and research;
- Capacity and motivation for lifelong learning.

1. The 'pre-history' of development: the emergence of western modernity; ideas and practices.
2. The formation of the development problematic in the post- World War II context.
3. Modernization and Structuralism
4. Dependency theories and world-system analysis
5. Basic Needs and redistribution
6. The neoliberal critique and the Washington Consensus
7. Sustainable development
8. Human development
9. The Post-Washington Consensus
10. Post-development and degrowth
11. Rethinking development in the contemporary world: crises and uncertainties

Periodic assessment:
group work (30%)
Individual Exam (70%)

Avaliação final:
exam (100%)

• Provide theoretical knowledge about the various concepts linked to the project cycle (planning, implementation, monitoring, evaluation);
• To analyze the input of management mechanisms in development cooperation (various dynamics, donors, NGOs, consultancies, etc.)
• Provide theoretical knowledge on various project planning and management tools: logical framework, theory of change/action, adaptive management;
• To provide theoretical knowledge on various monitoring and evaluation tools available;
• Mobilize students in reflecting on ethics in planning, management and evaluation of development cooperation projects;
• Briefly address the specific characteristics of planning, management and evaluation of innovation in development cooperation projects.

1) Introduction to planning, management and evaluation of development cooperation projects
2) Planning and needs assessment
3) Two approaches to project management: Logical Framework and Theory of Change (I)
4) Two approaches to project management: Logical Framework and Theory of Change (II)
5) Two approaches to project management: Logical Framework and Theory of Change (III)
6) Challenges in project implementation
7) Monitoring and Follow-up
8) Evaluation
9) Specificities of various types of intervention
10) Ethical issues in planning, managing and evaluating development cooperation projects

Assessment will consist of a group assignment, based on classroom exercises (60% of the final grade) and an individual essay (40% of the final grade).
For the students opting for final assessment, an individual assignment will account for 100% of the final grade. In repeat period, assessment will consist of a written exam (100% of the final grade).

Clara Carvalho

Luís Mah

LO1: Critically reflect the evolution of the cooperatio for global development, in its various formulations;
LO2: To understand the main goals and barries in the design, negotiation and implementation of global development policies
LO3: To identify the power relations between the main agents in the cooperation for global development
LO4: To analyze the challenges of the 2030 Agenda for Sustainable Development

S1. Global Development challenges in the 21st century
S2. Poverty and Inequality
S3. Global health
S4. Education for all
S5. Climate Emergency
S6. Finance for Development
S7. Migrations

Periodic evaluation:
a) Participation in seminars with presentation of 3 individual reports: 60% b) Individual essay (max 10.000 characters): 40%
Exam: Students may attend the exam as an alternative to periodic evaluation: 100%

Luís Mah

The course aims a:
OA1. Contibuting to sound academic competences and to develop research in an autonomous way;
OA2. Preparing the participants to deal with the specific challenges of developing research in Development Studies;
OA3. Communicating research proposals end results.

CP1. Context
CP2. Contemporary conditions and scientific thought
CP3. General structure of a dissertation
CP4. Context of the research problem
CP5. Conceptual and theoretical context
CP6. Methodology
CP7. Results and Conclusions
CP8. Formal issues

After the dissertation´s submission, a jury is chosen to assess the work done.
The final grade in this subject will be the one decided by the jury to assess the final work.

Upon completion of the Project, the student should be able to show that
1. Possesses capacity to understand and apply knowledge to complex and new problems.
2. Possesses capacity to draw interesting research questions and design and apply the methodologies to answer those questions.
3. Possesses capacity to research and analyse critically the relevant literature and/or other sources that support academic work.
4. Possesses capacity to think critically and argue logically and in a scientific way about complex questions.
5. Possess capacity to clearly write and communicate orally knowledge and conclusions, with the rigorous use of concepts and respecting the specific demands of academic writing, namely citation rules.

Given the specific nature of the course, the supervisor will define a work program personalized for each student. However, it is possible to say that, in general, the syllabus is organized in the following points:
1. Choice and formulation of a research subject;
2. Study of the bibliography on the subject, as well as the reality surrounding the case study;
3. Preparation of research questions and of the general problematic;
4. Formulation of the analytical model and empirical methodologies;
5. Empirical data collection;
6. Analysis (quantitative/qualitative) of the data with the goal of answering the research questions;
7. Writing the dissertation, including a summary and discussion of the results and recomendations;
8. Public presentation of the dissertation (viva).

After the dissertation´s submission, the student has to present and defend the dissertation in public. At the end of this session, the jury decides - based on the dissertation and on the performance of the student during the public presentation - the classification of the curricular unit Project.