The evaluation of the seminar 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.

Learning outcomes	Study programme competences
Integrar os estudos literarios nun contexto intercultural máis extenso e que ultrapase os limites dunha única comunidade, atendendo nomeadamente á diversidade cultural do ámbito galego-portugués.	AC1		CC4
Comprender os procesos históricos dos estudos literarios e culturais e os seus cambios de paradigma.	AC8
Ser capaz de desenvolver un enfoque orixinal e creativo na investigación avanzada no ámbito dos estudos literarios e culturais.	AR1
Aplicar as técnicas de análise cultural respectando os fundamentos ideolóxicos presentes en contextos diversos.	AC9
Alargar o conceito de literatura e entendela en relación con outros campos culturais, utilizando ferramentas e tecnoloxías apropiadas para o seu estudo.	AC2 AC3		CC5
Analisar e interpretar tanto textos como mecanismos e procesos de comunicación aplicando diferentes modelos teóricos e ferramentas de análise.	AC5 AR3
Adquirir a capacidade de utilizar ferramentas, tecnoloxías e recursos de investigación interdisciplinares para a súa aplicación á resolución de problemas en entornos diversos no ámbito dos estudos literarios e culturais.		BJ1	CC2 CC6
Aplicar unha perspectiva comparatista de carácter transnacional e plurilingüístico aos estudos literarios, artísticos e culturais	AR2
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 BJ3 BJ4 BJ5	CC3
Adquirir a capacidade de concebir e deseñar proxectos de investigación con rigor académico e desenvolver habilidades cognitivas avanzadas (capacidade de síntese, análise e pensamento crítico) relacionadas co desenvolvemento e a creación dun perfil investigador.			CR1 CR2

Topic	Sub-topic
1. A crítica e (é) a cultura	1.1. Función e posición da crítica nos sistemas culturais 1.2. Crítica, historiografía e teoría literaria/cultural
2. Campo da crítica e procesos de canonización	2.1. Estratexias de atribución de valor e creación de sentido 2.2. Discursos críticos, cánone, conflito e identidade 2.3. Alternativas críticas
3. Procesos de canonización no intersistema cultural galego-portugués	3.1. Criterios canonizadores 3.2. Estudos de caso (Galiza, Portugal, Brasil, PALOP)

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A1 A8 B5 B6 C4	5	8	13
Directed discussion	A2 A3 B7 B8 C3 C5	5	8	13
Supervised projects	A14 B4 C2 C6 C8	1	20	21
Workbook	A13 A5 A9	1	20	21
ICT practicals	A2	1	2	3
Seminar	A12 C7	3	0	3

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	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 sessions.
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.
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.

Methodologies	Competencies	Description	Qualification
Guest lecture / keynote speech	A1 A8 B5 B6 C4	The level of analysis and comprehension of the exposed subjects will be evaluated, as well as the resolution of the problems presented during these sessions, either through case studies or analysis of specific documentary sources, either in the course of the directed discourses and the seminars.	10
Directed discussion	A2 A3 B7 B8 C3 C5	The rigor and depth of the analysis will be assessed, as well as the different types of questions raised during the interventions, the frequency of these and, in general, all the contributions related to the accompaniment / development of the subject.	20
Supervised projects	A14 B4 C2 C6 C8	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.	30
Workbook	A13 A5 A9	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.	20
Seminar	A12 C7	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.	20

Assessment comments
The evaluation of the seminar 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.

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 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 González-Millán, Xoán (1995). Do nacionalismo literario á literatura nacional. Hipóteses de traballo para un estudio institucional da literatura galega. Anuario de Estudios Literarios Galegos 1994, 67-81. Casas, Arturo (coord.) (2004). Elementos de crítica literaria. Vigo: Xerais Mata, Inocência (1993). Emergência e existência de uma literatura (O caso santomense). Linda-a-Velha: ALAC - África Bourdieu, Pierre (1992). Les règles de l’art. Genèse et structure du champ littéraire. Paris: Éditions du Seuil 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 González-Millán, X. (2000). Resistencia cultural e diferencia histórica: a experiencia da subalternidade. Santiago de Compostela: Sotelo Blanco Sela-Sheffy, R. (2002). “Canon Formation Revisited: Canon and Cultural Production”. Neohelicon XXIX(2), 141-159 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

Complementary
	Cabral, Amilcar (1999). Nacionalismo e cultura. Compostela: Laiovento Cunha, Carlos Manuel Ferreira da (2002). A construção do discurso da história literária na literatura portuguesa do século XX. Braga: Centro de Estudos Humanísticos/ Universidade do Minho Lander, E. (comp.) (2000). La colonialidad del saber: eurocentrismo y ciencias sociales. Perspectivas Latinoamericanas. Buenos Aires: Consejo Latinoamericano de Ciencias Sociales Fortin, N. (1994). Une littérature inventée. Littérature québécoise et critique universitaire (1965-75). Presses de l'Université Laval: Sainte Foy Gaard, Greta; Murphy, Patrick (1998). Ecofeminist Literary Criticism: Theory, Interpretation, Pedagogy. Urbana and Chicago: University of Illinois Press Godzich, Wlad (1998). Teoría literaria y crítica de la cultura. Madrid: Cátedra-Universitat de València Hooper, Kirsty (2005). “Novas cartografías nos estudos galegos: nacionalismo literario, literatura nacional, lecturas posnacionais”. Anuario de Estudos Literarios Galegos: 64-73 Moi, Toril (1985). Sexual/Textual Politics. Feminist Literary Theory. London and New York: Routledge Reis, Carlos (coord.) (1991-1996). História crítica da literatura portuguesa. 9 vol, Lisboa: Verbo 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 Sociais * Outra bibliografía complementar poderá ser fornecida polo docente durante o cuadrimestre

Other comments
All the questions not explicitly contemplated in this guide or the possible doubts in relation to the development of the subject will be resolved by the teacher in his tutoring schedule, in the face-to-face sessions or in the e-mail that appears in the corresponding place of this document .