Class History and Development of the Portuguese-Speaking Space

 The study of the historical evolution of the Portuguese-speaking space institutionalized through the Community of Portuguese-Speaking Countries (CPLP), is one of the aims of this curricular unit. This study will highlight the evolution of the relationship between this institutionalized space and the European Union in its multiple dimensions (political, cultural, social, economic) and contribute to highlighting: (a) the convergence of interest in relations between peoples and nations of Portuguese-speaking countries and European Union; (b) divergence about the paths to follow to strengthen those relationships. In this context, the development of this curricular unit provides students, whether citizens or not of the countries belonging to this space, with the necessary knowledge to intervene in it in a sensible and reflected manner, counting, to this end, on the contribution of numerous actors from formal and informal spaces of this vast space.

Not applicable

1. Lusophone space (LS): transnational and continental polycentric space for linguistic, geopolitical, cultural, social, and economic encounters. 2. From the Fifth Empire to colonial, neocolonial (pan-Lusitanism, Lusobrasileirism, and Lusotropicalism), and post-colonial perspectives on the LS (the mutual recognition, dialogue, and cooperation). Converging and divergent cross-narratives. 3. Trans-nationality and continentality of  LS. International LS relations and EU. 4. Linguistic, geopolitical, cultural, and scientific policies. 5. Institutional organization of the LS: CPLP, Instituto Camões. 6. Lusophone  cyberspace, and social media. 7. Problems in the LS: the conflict between national and Lusophone interests; asymmetries in the integration of Portuguese-speaking countries in different international contexts and organizations, namely with the EU; the discontinuity between the political order and the cultural order.

The presentation of the syllabus in theoretical-practical classes is done through excerpts from bibliographies and audiovisual media, case studies, and debates. Assessment continuous requires an assessment test (35%). A written five-page paper (35%). Oral presentation: 20% Participation in classes (10%). Students who have not passed the continuous assessment will pass a final exam focused on disciplinary content.

   Charchalis, W. Lusophony? among myth, history, and future Studia Romanica Posnaniensia, 2019, 46(3): 95-104. DOI: 10.14746/strop.2019.463.006  Figueira, C. Cultural policy between and beyond nation-states: the case of lusofonia and the Comunidade dos Países de Língua Portuguesa. In Durrer, V. Miller, T. O' Brien, D. (eds.). The Routledge Handbook of Global Cultural Policy. London: Routledge, 2017.  https://doi.org/10.4324/9781315718408.  Salgado, S. The Web in African Countries. Information, Communication & Society,  2015, 15(9): 1373-1389, DOI: 10.1080/1369118X.2011.647044 Tavares, B., Vieira, A. Lived experiences of coloniality in third space. From colonial to contemporary lusophone migration into Luxembourg. Language, Culture and Society, 2023, 5(1): 121.155, DOI: https://doi.org/10.1075/lcs.00038.tav