Study programme competencies |
Code
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Study programme competences / results
|
A1 |
Integrar os estudos literarios nun contexto cultural mais extenso que trascenda os límites dunha soa lingua e/ou nación, atendendo á diversidade cultural |
A2 |
Ampliar o concepto de literatura, a través da súa relación coas TICS, os medios de comunicación, o cine, as artes, no marco da diversidade cultural |
A4 |
Aplicar as técnicas de análise cultural en contextos diversos |
A5 |
Adquirir as habilidades necesarias para analizar e investigar os mecanismos dos procesos de comunicación |
A6 |
Coñecer e valorar a diversidade cultural, con especial atención aos ámbitos hispánico e galego-portugués |
A7 |
Coñecer as principais correntes teóricas que integraron e integran a reflexión sobre a literatura e a cultura, así como os seus antecedentes |
A9 |
Aplicar as técnicas de análise cultural respetando os fundamentos ideolóxicos presentes en contextos diversos |
A10 |
Analizar e interpretar textos, aplicando diferentes modelos teóricos e xenéricos |
A14 |
Adquirir a capacidade de xestionar ferramentas e recursos de investigación aplicados no ámbito dos estudos literarios e culturais |
B4 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións(TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da vida |
B5 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común |
B6 |
Valorar críticamente o coñecemento, a tecnoloxía e a información dispoñibles para resolver problemas cos que deben enfrontarse |
B7 |
Asumir como profesional e cidadán a importancia da aprendizaxe |
B8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade |
B10 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma |
B11 |
Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras |
C1 |
Adquirir capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva |
C2 |
Traballar de maneira interdisciplinar en entornos diversos |
C3 |
Demostrar un compromiso ético coas desigualdades |
C4 |
Promover o entendemento intercultural desde a comprensión da diversidade |
C5 |
Integrar coñecementos de campos de estudos diversos |
C6 |
Aplicar coñecementos e habilidades na resolución de problemas en entornos novos o non familiares en contextos interdisciplinares |
C7 |
Desenvolver habilidades cognitivas avanzadas (capacidade de síntesise, análise e pensamento crítico) relacionadas co desenvolvemento e a creación dun perfil investigador |
C9 |
Desenvolver habilidades de xestión da información para propósitos académicos e de investigación |
Learning aims |
Learning outcomes |
Study programme competences / results |
Coñecer as principais correntes teóricas que integraron e integran a reflexión sobre a literatura e a cultura, así como os seus antecedentes |
AC7
|
|
|
Integrar os estudos literarios nun contexto cultural máis extenso que trascenda os limites dunha soa lingua e/ou nación, atendendo á diversidade cultural, en especial nos ámbitos hispánico e galego-portugués. |
AC1 AC6
|
|
CC2 CC4
|
Entender a literatura en relación con outros campos culturais e utilizar ferramentas e tecnoloxías apropiadas para o seu estudo |
AC2 AR3
|
BJ1 BJ3 BJ5
|
CC5
|
Analisar e interpretar tanto textos como mecanismos e procesos de comunicación aplicando diferentes modelos teóricos. |
AC5 AJ1
|
|
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Aplicar as técnicas de análise cultural respectando os fundamentos ideolóxicos presentes en contextos diversos. |
AC4 AC9
|
|
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Asumir a importancia e os beneficios sociais da aprendizaxe, e coñecer os medios para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
|
BJ2 BJ4 BJ8
|
|
Adquirir capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas en entornos novos de forma efectiva, aplicando os coñecementos e habilidades desenvolvidos en contextos interdisciplinares. |
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|
CC1 CC6
|
Desenvolver habilidades de xestión da información, de capacidade de síntese, análise e pensamento crítico relacionadas cos propósitos académicos e o desenvolvemento e a creación dun perfil investigador |
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|
CR1 CR3
|
Expresarse correctamente, tanto de forma oral como escrita, nas linguas oficiais da comunidade autónoma |
|
BJ7
|
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Saber utilizar e crear indicadores cualitativos e cuantitativos, incluíndo as estatísticas, para coñecer mellor as desigualdades de xénero e as diferenzas en necesidades, condicións, valores e aspiracións de mulleres e homes. |
|
BJ2
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CC3 CC4
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Contents |
Topic |
Sub-topic |
1. From the Literature for Culture |
1.1. General, historical and methodological issues
1.2. Processes of canonization and construction of knowledge |
2. Systemic and sociological theories |
2.1. The cultural systems (Itamar Even-Zohar)
2.2. The semiotics of culture (Iuri M. Lotman)
2.3. The cultural fields (Pierre Bourdieu)
2.4. Sociological-based empirical theories for the analysis of culture |
3. Methods and ferramentas for an analysis of culture |
3.1. Empirical quantitative and qualitative analysis: Data bases
3.2. Methods of analysis and representation: Analysis of Social Networks
3.3. Automatic techniques of semantic classification: Textometry |
4. Cultural planning and social change |
4.1. Objectives and results of studies in culture
4.2. Socioeconomic and professional applications: Case studies |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A1 A4 A6 A7 B6 B11 C4 C5 |
1 |
1 |
2 |
Directed discussion |
A2 A5 B5 C6 |
4 |
15 |
19 |
Supervised projects |
A14 A9 B4 B7 B8 C1 C2 |
2 |
10 |
12 |
Workbook |
A10 C7 |
1 |
20 |
21 |
ICT practicals |
A2 |
1 |
1 |
2 |
Glossary |
A7 A9 C5 |
2 |
2 |
4 |
Seminar |
B10 C9 |
4 |
10 |
14 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
Presentation, development and analysis of theoretical and fundamental procedural contents so that the students reach the competences and skills expected in the seminar. |
Directed discussion |
Presentation by the professor or by the students of a series of theoretical-practical cases for their joint and collaborative analysis throughout the face-to-face session |
Supervised projects |
Approach of bibliographic materials on the subjects under study (in accordance with the planning carried out by the professor at the beginning of the seminar). |
Workbook |
Realization and analytical study of a series of readings previously selected by the teacher directly related to the contents addressed in the seminar. |
ICT practicals |
Presentation and proof of the application of ICT to the study of literary and cultural criticism. |
Glossary |
Apresentación e discusión colaborativa de conceitos fundamentais para o entendimento das varias ferramentas teórico-metodolóxicas focadas na materia. |
Seminar |
Group work from the oral presentation to the whole of the class of the results of the supervised works and / or of some reading of those attributed by the teacher at the beginning of the sessions. During the seminars, the students will use the necessary technological resources and will demonstrate the assumption and practical application of the contents, skills and competences addressed during the seminar. |
Personalized attention |
Methodologies
|
Supervised projects |
Workbook |
Seminar |
|
Description |
In addition to the accompaniment work done in the tutoring schedule marked by the teacher responsible for the subject, personalized attention will be directed especially (not only) to support the completion of the Tutored Works, Readings and Seminars. In general, it is recommended that each student attend at least one tutorial prior to the exhibition of the attributed readings.
In order to carry out the planned activities and in order to obtain adequate guidance, it is essential that the students communicate their progress and possible difficulties in a fluid and frequent manner. In addition, each student will be able to make all kinds of consultations in relation to the development of the subject, either in the tutoring schedule or through the e-mail.
This personalized attention is also contemplated for part-time students with recognized academic dispensation, as well as for students enrolled to be examined in the December session. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Supervised projects |
A14 A9 B4 B7 B8 C1 C2 |
The contents and results of the teaching-learning process will be evaluated in relation to the achievement of the objectives sought in the subject. It will also be considered in the evaluation the linguistic quality, the capacity for autonomous learning and / or teamwork, the analytical and critical capacity, and the adaptation to the objectives formulated by the teacher for this activity. |
60 |
Workbook |
A10 C7 |
In addition to the possible oral presentation of some of the proposed readings, the level of analysis and comprehension of the remaining readings demonstrated in the course of the other presentations, in the directed discussions and in the seminars will be evaluated. |
25 |
Seminar |
B10 C9 |
The comprehension and mastery of the contents presented and commented will be fundamentally evaluated, as well as the usefulness of the discourse for the purposes of the subject. It will also take into account the linguistic quality, the organization and the expository sequence, the clarity and precision in the interventions, the interaction with the audience, the use of the time available and the possible elaboration and use of technological resources. |
15 |
|
Assessment comments |
The evaluation of the subject will be done continuously. In
it will be taken into account not only the sections referred to in the
corresponding place but also, in a transversal way, the linguistic,
argumentative and collaborative learning skills demonstrated throughout
the teaching-learning process. In
this sense, all activities or tests must meet minimum linguistic
correction requirements (spelling, punctuation, syntactic agreement,
absence of repetitions, lexical precision, formal registration ...); in
the case of linguistic-expressive deficiencies, these may be penalized
in the qualification according to the criteria that will be published in
the Moodle platform at the start of the course. The
papers submitted by the students may be incorporated into Turnitin, a
tool for the detection of plagiarism as well as works previously
presented at this or other universities, including by the same student. In
the event of any of these circumstances, the measures contemplated in
the Rules of evaluation, review and claims of the qualifications of the
undergraduate and master's degree studies of the University of A Coruña
may be applied (article 14.4). All
activities must be done and delivered in accordance with the deadlines
and procedures set in the schedule that the teacher will give the
students at the beginning of the sessions and will hang in Moodle. Activities delivered after the deadline will not be evaluated. Part-time
students or students with academic dispensation will make or deliver
the activities indicated on the date previously agreed with the teacher.
These
students must complete and deliver the same activities as the rest and,
if they can not attend the tutorials, they must contact the teacher via
email at the start of the course. Students who certify that they can not attend classes should also contact the seminar professor. Students
who attend the advanced call in December must first contact the teacher
responsible for the seminar and, in order to overcome it, they will
have to carry out the supervised works (5 points) and readings (5
points) that will be entrusted to them. If
there are specific evaluation criteria for any of the proposed tasks,
these will be made public through the Moodle and / or will be presented
in class. The teachers will give the appropriate instructions for the correct development of each of the planned activities. Those who do not pass the seminar with the continuous evaluation must participate in the July opportunity. In
order to pass the subject in this second opportunity, the students must
satisfactorily complete all those tasks not overcome in the previous
opportunity along with those other works that are requested. Any student who does not present any of the activities foreseen in this guide will be considered not submitted.
|
Sources of information |
Basic
|
Thiesse, A. (1999). La Création des identités nationales: Europe XVIIIe XXe siécle. Paris: Éditions du Seuil
Bourdieu, Pierre (1991). “Le champ littéraire. Avant propos”. ctes de la Recherche en sciences sociales, nº 89, pp. 3-46
Lourido Hermida, Isaac (2011). As alternativas sistémicas da Historia literaria en situación de conflito cultural. Desenvolvimentos teóricos e modelos de renovación nos casos galego e quebequense. Departamento de Literatura Española, Teoría da Literatura e Lingüística Xeral, Universidade de Santi
Tarrío Varela, Anxo e Abuín González, Anxo (eds.) (2004). Bases metodolóxicas para unha historia comparada das literaturas da Península Ibérica. Santiago de Compostela: Servizo de Publicacións da USC
Figueroa, A. & González-Millán, X. (1997). Communication littéraire et culture en Galice. Paris: L'Harmattan
Lamont, M. & Fournier, M. (1992). Cultivating Differences. Symbolic Boundaries and the Making of Inequalitiy. Chicago and London: The University of Chicago Press
Bourdieu, Pierre (1985). La distinction: critique sociale du jugement. Paris: Éditions de Minuit
Castells, Miguel (2003). La era de la información. El poder de la Identidad. Madrid: Alianza Editorial
Lotman, Iuri M. (1996). La Semiosfera. [vol.I : Semiótica de la cultura y del texto -- Vol. II : Semiótica de la cultura, del texto, de la conducta y del espacio -- Vol. III : Semiótica de las artes y de la cultura]. Madrid: Cátedra
Bourdieu, Pierre (1992). Les règles de l’art. Genèse et structure du champ littéraire. Paris: Éditions du Seuil
Pageaux, D. H. (2007). Littératures et Cultures en dialogue. Paris: L'Harmattan
Williams, Raymond (1997). Marxismo y literatura. Barcelona: Ediciones Península
Figueroa, Antón (2001). Nación, literatura, identidade: comunicación literaria e campos sociais en Galicia. Vigo: Edicións Xerais de Galicia
Samartim, Roberto L.I. (2010). O processo de construçom do sistema literário galego entre o franquismo e a transiçom (1974-1978): margens, relaçons, estrutura e estratégias de planificaçom cultural. Santiago de Compostela: Servizo de Publicacións da USC
Even-Zohar, Itamar (2010). Papers in Culture Research. Tel Aviv: Unit of Culture Research, Tel Aviv University (acesíbel en http://www.tau.ac.il/~itamarez/
Fowler, B. (1997). Pierre Bourdieu and Cultural Theory. Critical Investigation. London: Sage
Even-Zohar, Itamar (2007). Polisistemas de cultura. Tel Aviv: Unit of Culture Research, Tel Aviv University (acesíbel en http://www.tau.ac.il/~itamarez/
González-Millán, X. (2000). Resistencia cultural e diferencia histórica: a experiencia da subalternidade. Santiago de Compostela: Sotelo Blanco
Williams, Raymond (1994). Sociología de la Cultura. Barcelona: Paidós Ibérica
Casas, Arturo (2002). “A Teoría crítica da cultura e a planificación dos estudos socioculturais (para ler González-Millán)”. Anuario de estudios literarios galegos, 29-38
Rees, C. van (1983). “Advances in the Empirical Sociology of Literature and the Arts: The Institutional Approach”. Poetics 12, 285-310
Sela-Sheffy, R. (2002). “Canon Formation Revisited: Canon and Cultural Production”. Neohelicon XXIX(2), 141-159
Nooy, W. de (2005). “Culture in networks”. The Collection and Analysis of Network Data. Summer School of the Quantitative Methods, the Social S
Sapiro, G. (2007). “Pour une approche sociologique des relations entre littérature et idéologie”. COnTEXTES 2 (acesíbel en http://contextes.revues.org/index165.html)
Torres Feijó, Elias J. (2004). “Roma locuta causa finita? Sobre docência e crítica da literatura e da cultura”. Aurora Marco et al. (eds.), Actas del VII Congreso Internacional de la Sociedad Española de Didáctic
Casas, Arturo (2007). “Xoán González-Millán: itinerarios teóricos”. Helena González Fernández & María Xesús Lama (eds.), Actas do VII Congreso Internacional de |
Outras referencias bibliográficas relativas á materia podrán
constar no documento de planificación do seminario ou directamente
ser disponibilizadas através do Campus Virtual. |
Complementary
|
Dias, Ângela Maria (org.) (1999). A Missão e o Grande Show. Políticas culturais no Brasil dos anos 60 e depois. Rio de Janeiro: Tempo Brasileiro
Jusdanis, G. (1991). Belated modernity and aesthetic culture: inventing national literature. Minneapolis: University of Minnesota Press
Hohendahl, P. H. (1989). Building a National Literature. The Case of Germany, 1830-1870. Cornell University Press: Ithaca and London
Gramsci, Antonio (2001). Cadernos do Cárcere. Rio de Janeiro: Civilização Brasileira
Sullà, E. (ed.) (1998). El Canon Literario. Madrid: Arco/Libros
Tato Fontaiña, Laura; Tavares Maleval, M. do Amparo (eds.) (2010). Estudos galego brasileiros 3: lingua, literatura, identidade. Rio de Janeiro / Coruña: UERJ / Universidade da Coruña
Moretti, F. (2005). Graphs, Maps, Trees: Abstract Models for a Literary History. London: Verso
Anderson, B. (1983). Imagined Communities. Reflections on the Origin and Spread of Nationalism. London: Verso
Kiberd, D. (1995). Inventing Ireland. Jonathan Cape: London
Lemieux, V. & Ouimet, M. (2004). L'analyse structurale des réseaux sociaux. Laval (Quebec): Les Presses de l'Université de Laval
Velázquez Álvarez, A. & Aguilar Gallegos, N. (2005). Manual Introductorio al Análisis de Redes Sociales. Medidas de Centralidad. Ejemplos prácticos con UCINET 6.85 y NETDRAW 1.48. Universidad Bolivariana de Chile: Santiago de Chile
Taibo, Carlos (ed.) (2007). Nacionalismo español: esencias, memoria e instituciones. Madrid: Los Libros de la Catarata
Pécaut, Daniel (1990). Os intelectuais e a política no Brasil: entre o povo e a nação. São Paulo: Ática
Mc Crone, David (et al) (1995). Scotland – the Brand: The making of Scottish Heritage. Edinburgh: Edinburgh University Press
Santos, Monserrat Iglesias (ed.) (1999). Teoría de los Polisistemas. Madrid: Arco/Libros
Bertalanffy, L. von (1993). Teoría general de los sistemas: fundamentos, desarrollo, aplicaciones. Madrid: Fondo de Cultura Económica
Samartim, Roberto L.I. (2003). “A Pré-história do Campo Literário”. A Dona do Tempo Antigo. Mulher e campo literário no Renascimento português (1495-1557), Santiago de
Rodríguez, J. A. (2005). “Análisis estructural y de Redes”. Cuadernos Metodológicos 16
Sela-Sheffy, R. (1997). “Models and Habituses as Hypotheses in Culture Analysis”. Canadian Review of Comparative Literature / Revue Canadienne de Littérature Comparée XXIV(1), 35-47
Bassel, N. (1991). “National Literature and Interliterary System”. Poetics Today 12(4), 773-780
Torres Feijó, E. J. (2004). “Potencialidades na indústria de ideias na Galiza actual para o relacionamento galego-luso-afro-brasileiro”. [Actas do] VIII Congresso Luso Afro Brasileiro de Ciências Sociais, Coimbra: Centro de Estudos Socia
Sela-Sheffy, R. (1990). “The Concept of Canocicity in Polysystem Theory”. Poetics Today 11(3), 511-522 |
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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Other comments |
All questions
not explicitly covered in this guide or any doubts regarding the
development of the seminar will be clarified by the teacher in his
tutorial hours, in the face-to-face sessions or in the e-mail that
appears in the corresponding place of this document. |
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