| Study programme competencies |
|
Code
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Study programme competences
|
| A1 |
Conocimiento de los componentes básicos de las desigualdades sociales y las diferencias culturales. |
| A12 |
Conocimiento de la especie humana a través de la cultura, parentesco y hábitat con especial atención a los pueblos preindustriales. |
| A35 |
Actitud crítica frente a las doctrinas y las prácticas sociales. |
| A36 |
Actitud de compromiso frente a los problemas sociales y culturales. |
| B3 |
Capacidad de análisis y síntesis. |
| B9 |
Reconocimiento a la diversidad y a la multiculturalidad. |
| B13 |
Razonamiento crítico. |
| B20 |
Conocimiento de otras culturas y costumbres. |
| B27 |
Capacidades en reconocer la complejidad de los fenómenos sociales. |
| Learning aims |
| Learning outcomes |
Study programme competences |
| To define, to compare and to discuss critically basic concepts of anthropology, linking them to the diversity of realities and problems of human societies framed in different domains of culture. |
A1
A12
A35
A36
|
B9
B13
B20
|
|
| To describe and to examine, using ethnography, diversity, specificity and regularities of socio-cultural phenomena, its problems and its potential, interpreting them from a committed and developed point of view, from the local perspective. |
A1
A12
A35
A36
|
B3
B9
B13
B27
|
|
| Contents |
| Topic |
Sub-topic |
| Topic 1: A scheme of the contemporary social and cultural anthropology |
THEME 1: Emergence of new research fields and phenomena, and rethinking the classics; Methods and techniques in contemporary anthropology. Reflexivity, interpretation and reconfiguration of the field work. |
| TOPIC 2: Economic anthropology and cultural economy. Work cultures. |
THEME 2: The economy and economies as dimensions of culture. Classical theories (formalism substantivism Marxist approaches). The cultural economy.; Exchange. Theory about the gift of Mauss and subsequent discussions. The goods-Arjun Appadurai. Production. Production systems, modes of production and sociocultural correlates.; Work in anthropological perspective:-symbolic rituals of work and activity, and diversity of cultural perspectives on the same dimensions. The cultures of work. |
| TOPIC 3: The family and the process of change. Models of family life from the intercultural comparison. Facts about kinship studies |
THEME 3: Classical Theories of kinship, family and marriage; Family and domestic group; The types of family reunification and family processes in contemporary comparative cultural perspective; Facts about kinship studies. |
| TOPIC 4: Political anthropology. Power, violence and political symbolism. |
THEME 4: Structures and political systems in different societies: segmental linages, bands, chiefdoms, big men, associations and societies, systems ages, divine monarchies, State structures. Clientelismo formations. The fields of power. Power as built-hegemonic discourse. Collective "dumb" and "empowerment". Nationalism and ethnic policies. Recurrent vectors in political anthropology: leadership, memory hierarchy, violence. Analysis of symbolic ritual dimension of political action. |
| TOPIC 5: Associations, social categories and hierarchies. |
THEME 5: Gender and age. The private and the public. Domination and subordination. Age grades and age groups. Caste: varnas and jatis. Caste and social mobility. Classes and social strata. Cultural classes. The "symbolic capital" in Bourdieu. The complexity of the social differentiation. The power and the powerless. Methods of study of social stratification. |
| TOPIC 6: Ritual, myth and symbolism. Anthropological analysis and interpretation of symbolic action and narrative |
THEME 6: Symbolic analysis in anthropology. Classical background -symbolism, religion and sacrifice, totemism. Turner methodology. The "Thick Description" Geertz. Schneider, Leach, Mary Douglas and "natural symbols" Cohen, Sperber. Myth, history and narrative in the production of cultural social reality. Sahlins. The structural analysis of myth and cultural hermeneutics -Lisón- . The ritual as performative action: its properties and effects. Van Gennep, Turner again, Rappaport. |
| TOPIC 7: Performances, beliefs and thinking styles |
THEME 7: Religion, belief and thought in anthropology: Intelectuallist approaches of Tylor, Marett, Frazer and Lang. Sociologist Approaches of Robertson Smith, Durkheim and Radcliffe-Brown. Morris. The Lévy-Bruhl's pre-logical thinking. The interpretive translation of beliefs and the discussion of the rationality of thought forms: Evans-Pritchard and Lienhardt. Winch replication. Needham: Belief, language and experience. Wild thoughts, civilized thoughts , bricoleurs and engineers: the structural approach of Levi-Strauss. Classifications and symbolic thinking styles: Mary Douglas and the method of "Group & Grid." The problem of practice. Structure and practice, habitus and cultural schemes root paradigms: Bourdieu Sherry Ortner through Turner, Giddens and Sahlins, |
| TOPIC 8: Other fields of contemporary anthropological analyzes |
TOPIC 8: The new medical anthropology; Risk and culture; Anthropology and emerging technologies; Anthropology of sport; Anthropology, brain, mind and consciousness. |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Supervised projects |
A1 B3 B13 |
7 |
25 |
32 |
| Objective test |
A12 B3 B20 B27 |
2 |
20 |
22 |
| Guest lecture / keynote speech |
A12 B20 |
52 |
0 |
52 |
| Directed discussion |
A35 A36 B9 |
30 |
10 |
40 |
| |
| Personalized attention |
|
4 |
0 |
4 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| Supervised projects |
The protected work will consist in the development, from the student's choice, of either a report derived from the analysis of bibliographic material (monographs, articles) on a sociocultural phenomenon or problem -conected to one of the agenda items or transverse to some of them-. Alternatively, the option may consist in an ethnographic exploration work on very specific, basic and limited in scale aspects. This work may consist in collecting evidence or observations by participant and /or through unstructured interviews, ethnographic observation, and subsequent interpretation. The choice of one of the options, as well as its monitoring, will take place in meetings between student and teacher in regular tutoring sessions. The recognizability of components and basic manifestations of cultural differences, the ability to analyze theoretical and ethnographic materials, and synthesis; and the ability to develop a targeted report from a critical reasoning arguments and conclusions will be assessed. |
| Objective test |
· The objective test will consist of a written test at the end of the four-month course on the knowledge gained by the student, who will join the plot development supported by ethnographic examples from a small theme list provided by the teacher, in combination with responses to four brief questions on specific aspects of the subject. Basic knowledge about the cultures from the anthropological angle, the recognizability of social complexity, the capacity for analysis and synthesis and attitudes toward cultural diversity will be valued. Regular attendance at the course, referring to the preparation and subsequent evaluation of this objective test is recommended. |
| Guest lecture / keynote speech |
· Lecture: Explanation by the teacher of the contents of the subject in the classroom. It will be supplemented by visual support materials -Presentations in Power-Point; photographs- and projections of ethnographic films. The purpose of these meetings will be to provide, develop and guide students in knowledge about concepts, theories and complexities of the phenomena of culture, and encourage participatory debates on all. An additional aim is to encourage the recognition of diversity as the mode of manifestation of cultural phenomena. In this line, it will be a basic requirement, in combination with explanations and discussion in class, the study of texts assigned to each topic. Regular attendance at the course, referring to the use of the given in the sessions is recommended. |
| Directed discussion |
Guided Discussion: class discussion during the practice sessions of groups of texts chosen for their theoretical and ethnographic value in line with the thematic unity that is being developed at the time, and in which, after a schematic summary of the text put forward by a student, everyone can participate by presenting support, arguments and comments to aspects of the reading, and against arguments from the other students. Two comments-discussion topic will be held. It is assessed how critical and uncompromisingly about problems, doctrines and cultural practices is argued. It's recommended the regular attendance at the course, referring to the participation in, and evaluation of, targeted discussions. |
| Personalized attention |
|
Methodologies
|
| Supervised projects |
| Guest lecture / keynote speech |
| Directed discussion |
|
| Description |
The personalized service will be held individually supervised work in targeted discussions and feedback when facing the student requires it. Also take place in the classroom, and during the development of tutorials of matter.
For students with part-time dedication and academic waiver of exemption from attendance recognition, specific tutorials to assist -compatible with their dedication- will be agreed at the beginning of the course |
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| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Supervised projects |
A1 B3 B13 |
The protected work will be worth 30% in the whole of the note. The role of summary and critical of each of the chapters of anthropological monograph to work for each student comments, and the selection and treatment of the key concepts of the work is particularly valued. In the event that the student chooses a small ethnographic work is particularly valued the collection of evidence or observations by participant observation and / or through ethnographic interviews, and subsequent interpretation. |
30 |
| Objective test |
A12 B3 B20 B27 |
The objective test is considered as a single exam at the end of the course, in which students will develop arguably, supported by ethnographic examples, a mid-level issues, chosen within a small theme list provided by the teacher (60% of the grade this objective test), and in combination with brief answers to four specific questions on aspects of the subject (which account for 40% of the grade). Overall, the objective test score is a value of 50% of the overall mark. Is inexcusable overcome this objective test requirement to consider the other elements of assessment.
|
50 |
| Directed discussion |
A35 A36 B9 |
The directed discussions will be assessed on the set of abstracts-schemes of readings that will serve to students to prepare the comments and arguments for each theme, and which will be delivered along the course. It contributes 20% of the evaluative consideration. |
20 |
| |
|
Assessment comments |
For the 2nd opportunity evaluation, a weighted average of the results will be made (50% of the final grade) with those resulting from the other two methodologies (30% and 20%, respectively). The student must perform the objective test on the date of the 2nd opportunity call, if he had not passed or attended such a test in the 1st call. When tutelated work is the cause of not exceeding the subject in the 1st opportunity, the student must present the same in this 2nd opportunity
In the case of students with part-time dedication and academic waiver of exemption from attendance recognition, should be followed the same criteria of evaluation -for the 1st and 2nd chance- that of the rest of students, even though, in the case of the "directed discussion", the oral presentation in class will be replaced, for the former, by the delivery of an outline-summary of any of the above readings. |
| Sources of information |
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Basic
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Wolf, E. ((1982)). "Aspectos económicos del campesinado", en Id., Los campesinos.. Madrid, Labor
Blim, Michael ((2005)). "Culture and economy", en J.G. Carrier, A Handbook of Economic Anthropology.. Northampton, Mass., Edward Elgar Publishing
Munarriz, Luis ((2005)). "La conciencia humana", en id. (ed.) La Conciencia humana: perspectiva cultural.. Barcelona, Anthropos
Evans-Pritchard, E. ((1979)). "La realeza divina de los Shilluk del Sudán"., en Llobera, J.R.: Antropología política.. Barcelona, Anagrama
Beattie, J. ((1974)). "Matrimonio y afinidad", cap. VIII de Id.: Otras Culturas. Madrid, Fondo de Cultura Económica
Turner, V. ((1990)). "Símbolos en el ritual Ndembu", cap. 1º de Id.: La selva de los símbolos.. Madrid, Siglo XXI.
Morris, Bryan. ((2009)). Cap. 1º de Religión y antropología.. Madrid, Akal.
Lisón Tolosana, Carmelo, ed., ((2007) ). Introducción a la antropología social y cultural. Teoría, método y práctica.. Madrid, Akal.
Peacock, J.L. ((2005)). La lente antropológica. cap. 1º: “Materia". Madrid, Alianza
Sanroman, T. / González Echevarría, A ((2003)). Las relaciones de parentesco. Caps. 3 y 6. Barcelona, Universidad Autónoma de Barcelona
Good, Byron ((2003)). Medicina, racionalidad y experiencia.. Barcelona, Bellaterra
Fernández de Rota, J.A. ((2005)). Nacionalismo, cultura y tradición.Cap. 2º. Barcelona, Anthropos.
Augé, Marc / Jean-Paul Colleyn ((2005) ). Qué es la antropología. Barcelona, Paidós
Lisón Tolosana, Carmelo ((2012)). Teoría etnológica de Galicia. Madrid, Akal
Buxó, Mª. J. ((2007)). “Antropología aplicada”, en Lisón, C., ed.: cap. XIV. Madrid, Akal
Miquel, A. ((2007)). “Antropología económica”, en Lisón, C. op.cit., cap IV. Madrid, Akal
Godelier, M. ((1981)). “Antropología y economía: análisis de la producción, circulación y consumo de los bienes económicos”, cap. Iº de, id. Instituciones económicas.. Barcelona, Anagrama
Mairal, G. ( (2007)). “Culturas del riesgo. Antropología para una sociedad científica y tecnológica”, en Lisón, C.: op. cit., cap. XIII. Madrid, Akal
Gómez Pellón, E. ((2007)). “El patrimonio cultural: memoria e imagen del grupo social”, en Lisón, C., ed.: op. cit., cap. XVI. Madrid, Akal
Rappaport, R. ((2002)). “El ritual y sus formas”. Cap. 2º de Id., Ritual y religión.. Madrid, Cambridge U.P.
McCombie, S. ((1999)). “Folk. Flu and Viral Síndrome: An Anthropological Perspective”, en Hahn, R., ed. Anthropology in Public Health. New york, Oxford U.P. USA
Appadurai, A. ((1988)). “Introduction: commodities and the politics of value" in The Social Life of Things. cambridge, Cambridge Un. Press
Geertz, C. ((1988)). “Juego profundo. Notas sobre la riña de gallos en Bali”, en Id., La interpretación de las culturas. . Barcelona, Gedisa.
González Alcantud, J.A. ((2007)). “La antropología política”, en Lisón, C.: op. cit., cap. VIII. Madrid, Akal
Douglas, M. ((1998)). “La elección entre lo somático y lo espiritual: algunas preferencias médicas”, en Id., Estilos de pensar.. Barcelona, Gedisa.
Lévi-Strauss, C. ((1995)). “la familia”, en Lévi-Strauss, Spiro y Gough Polémica sobre el origen y universalidad de la familia humana.. Barcelona, Anagrama.
Cohen, A. ((2013)). “La mística del poder”, en Cañedo, Montserrat "Cosmopoliticas. Barcelona,Gedisa.
Gledhill, J. ((2000)). “Para situar lo político: una antropología política actual.”; cap. 1º de Id., El poder y sus disfraces.. Barcelona, Bellaterra
Lévi-Strauss, C. ((2007)). “Pensamiento ‘primitivo’ y mente ‘civilizada’”, en id., Mito y significado. Madrid, Alianza
Couceiro, E. ((2007)). “Religión y creencia. Cultura de los fundamentos y ultimidades existenciales”, en Lisón, C.: op. cit., cap. XVIII. Madrid, Akal
Couceiro, E. ((2007)). “Rito, mito y símbolo: acción, palabra e imagen en la construcción de los mundos culturales”, en Lisón, C.: op. cit., cap. XVII. Madrid, Akal
Rivas, A. ((2007)). “Transformaciones socioculturales y cambios familiares: continuidades y rupturas”, en Lisón, C. op.cit., cap. V. Madrid, Akal
Álvarez Munárriz, Luis ((2007)). “Visión histórico-sistemática de la Antropología social”, en Lisón, Introducción a la antropología social y cultural…, op. cit, cap.II. Madrid, Akal
Augé, M, / Jean-Paul Colleyn ((2005)). « Comprender el mundo contemporáneo » en Id.: op. cit.,cap. I. Barcelona, Paidós
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Complementary
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(). .
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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 |
| Ethnographic research methodology/615G01403 |
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| Other comments |
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Sin observaciones ni recomendaciones específicas |
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