At the beginning of this course, students must already have a relevant research project in the field of gender and sexuality studies, as well as a supervisor. With their supervisor, students should:
CP1- Identify relevant literature and develop theoretical and empirical bibliographic review
CP2 - Define the research theme
CP3 - Define the research program, methodological procedures and strategies
CP4 - Conduct the defined empirical or theoretical research
CP5 - Analyze and interpret results
CP6 - Define dissertation plan
CP7 - Writing the dissertation

The Master's thesis in Interdisciplinary Studies on Gender and Sexuality is presented and defended in public exams and will be evaluated by a jury. The evaluation is based on the scientific merit of the dissertation in its theoretical, methodological and empirical components, and on the quality of its oral presentation and defence. The classifications in force at ISCTE-IUL for the Master's degree will be applied.

Mandatory

ISCTE (2020). Normas para a formatação e apresentação gráfica da Dissertação ou Trabalho de Projeto dos Mestrados da Escola de Ciências Sociais e Humanas.

Optional

CP1. Empirical research and knowledge production
CP2. Research ethics.
CP3. How to develop a research or intervention project.
CP4. Methodological strategies: different contributions from Anthropology, Psychology and Sociology to the elaboration of an interdisciplinary project.

Continuous evaluation, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (30%)
b) Final written work: research project and/or intervention (70%).
Class attendance: minimum 2/3 of the classes.
The evaluation of this course does not include a final exam.

Mandatory

"ISCTE (2020). Normas para a formatação e apresentação gráfica da Dissertação ou Trabalho de Projeto dos Mestrados da Escola de Ciências Sociais e Humanas. "

Optional

At the beginning of this course, students must already have a relevant research project in the field of gender and sexuality studies, as well as a supervisor. With their supervisor, students should:
CP1- Identify relevant literature and develop theoretical and empirical bibliographic review
CP2 - Define the research theme
CP3 - Define the research program, methodological procedures, and strategies
CP4 - Conduct the defined empirical or theoretical research
CP5 - Analyze and interpret results
CP6 - Define dissertation plan
CP7 - Writing the Research Project

1. Most of the Research Project supervision will be done in direct contact with the supervisor, in individual sessions, or exceptionally in small groups of students whose thesis topic is very similar.
2. Students will have a monthly seminar in which they will present the status of their Research Project, planned activities, difficulties encountered, etc. These seminars will focus on the topic of the Research Project, as well as the research and writing process.

Mandatory

ISCTE (2020). Normas para a formatação e apresentação gráfica da Dissertação ou Trabalho de Projeto dos Mestrados da Escola de Ciências Sociais e Humanas.

Optional

PC1.1 Locating gender and sexuality in social movement practice and politics.
PC1.2 Women’s, feminist and gender justice movements.
PC2.1 Grassroots activism in the global context: sex-workers’ organizations.
PC2.2 Trafficking, counter-trafficking and contemporary feminism.
PC2.3 Transnational feminist approaches: gender and politics in the Middle East and North Africa.
PC2.4 Gender, sexuality and violence in Palestine/Israel.
PC3.1 Bodies in alliance and intersectionality - feminist uprisings, queer collectives.
PC3.2 Counter-homonormativities.
PC3.3 Femonationalism and homonationalism.
PC3.4 Rethinking movements for the common in the capitalocene.
PC3.5 Disruptions and other possible worlds (performative and visual arts).

Evaluation is throughout the semester. Marks will be calculated in the following way:
1) Oral presentation of a selected text: 30%
A group of students presents a text selected from the reference list to the whole class.
2) Final written paper: 60%
An individual essay developed by each student on a theme of the discipline maximum 20,000 characters including spaces.
3) Active Participation in classes: 10%
The active participation in the discussions and debates and presence in class.
Students must be present at least in 70% of classes throughout the semester.

The assessment criteria for the assignment throughout the semester and for the final essay will include the quality of the presentation of arguments and conceptual and methodological proposals, critical reflexivity, and the formal quality of writing.
A minimum grade of 9,5 is required in each moment of evaluation.

In the case of unsuccessful evaluation or failure in submitting their work to any of these assessment moments, students can be evaluated through a final exam. Assessment through exam will be based on the submission of an individual assignment (essay) (100%). The assignment's instructions will be made available on Moodle one week before the submission date.

Mandatory

- Abu-Lughod, L. (2013) Do Muslim Women Need Saving? Cambridge and London: Harvard University Press.
- Arruzza, C., Bhattacharya, T., Fraser, N. (2019) Feminism for the 99%: A Manifesto. London: Verso.
- Clemente, M. (2023) Feminism and Counter-Trafficking: Exploring the Transformative Potential of Contemporary Feminism in Portugal. Social & Legal Studies, 32(3), 420-440.
- Daniele, G. (2014) Women, Reconciliation and the Israeli-Palestinian Conflict: The Road Not Yet Taken. London and New York: Routledge.
- Lopes, A. (2006) Trabalhadores do sexo uni-vos! Organização laboral na indústria do sexo. Publicações Dom Quixote.
- Oliveira, J.M. (2023) Uprisings: A Meditation on Feminist Strategies for Enacting the Common. In: Santos, A.C. (eds) LGBTQ+ Intimacies in Southern Europe. Citizenship, Gender and Diversity. London: Palgrave Macmillan.
- Puar, J. (2013) Rethinking Homonationalism. International Journal of Middle East Studies, 45(2), 336–339.

Optional

- Al-Ali, N. (2012) Gendering the Arab Spring, Middle East Journal of Culture and Communication, 5: 26-31.
- Butler, Judith (2015) Notes toward a performative theory of assembly. Cambridge, MA: Harvard University Press.
- Cockburn, C. (1998) The Space Between Us. London and New York: Zed Books. ch. 2, pp. 46-75.
- Della Porta, D. (2006) Social Movements, Political Violence and the State. Cambridge University Press.
- Doezema, J. (2010) Sex Slaves and Discourse Masters: The Construction of Trafficking. Zed Books.
- Farris, Sara (2017) In the name of women’s rights: The rise of femonationalism, Durham, NC: Duke University Press. – Introduction.
- Grant, Ruby & Nash, Meredith (2020) Homonormativity or queer disidentification? Rural Australian bisexual women's identity politics. Sexualities, 23 , 592-608.
- Haraway, Donna J. (2016) Tentacular thinking: Anthropocene, capitalocene, chthulucene. e-flux, 75: https://www.e-flux.com/journal/75/67125/tentacular-thinking-anthropocene-capitalocene-chthulucene/
- Lasio, Diego, Oliveira, João Manuel and Serri, Francesco (2020) Queering kinship, overcoming heteronorms. Human Affairs, vol. 30 (1), pp. 27-37.
- Quirk, J., Kenway, E. & Thibos, C. (Eds.) (2021) It’s time to get off the fence on sex workers’ rights. Beyond Trafficking and Slavery/openDemocracy.
- Sharoni, S. (2012) Gender and Conflict Transformation in Israel/Palestine. Journal of International Women’s Studies, 13(4): 113-128.
- Spivak, Gayatri Chakravorty (2010) “Can the Subaltern Speak?” revised edition, from the “History” chapter of Critique of Postcolonial Reason. In Rosalind C. Morris (ed.). Can The Subaltern Speak?: Reflections On The History Of An Idea. New York: Columbia University Press. (46-66).
- Weldon, L. S., Lusvardi, A., Kelly-Thompson K., Forester S. (2023) Feminist waves, global activism, and gender violence regimes: Genealogy and impact of a global wave. Women’s Studies International Forum, 99.
- Yuval-Davis, N. (1997) Gender & Nation (Los Angeles and London: Sage) ch. 1, pp. 1-25.

CP1 - Gender as a category of analysis
- Denaturalizing biological differences;
- Social construction of gender;
- Gender as identity, mask and dramaturgy;
- Gender as performativity;
- Gender as structure.

CP2-Theoretical and political foundations
- Stories of feminisms;
- Marxist and socialist feminisms;
- Black feminisms;
- Radical feminisms;
- Feminisms and Post-structuralism.

CP3 - Intersectional Perspectives: social markers of difference
- Gender and social class;
- The coloniality of gender;
- Queer, Qu*A*re, Cuir. Non-binary perspectives;
- Knowledge, bodies and trans theory;
- Bodies, ableism and social repression.

CP4 - Gender and social inequalities
- Gender and heteronormativity: family, reproduction and care;
- Gender and heteronormativity: Work and Masculinities, toxic masculinity and homophobia;
- Vulnerabilities and precariousness.

CP5 - Gender and policies for equality and diversity

Knowledge assessment will be carried out throughout the semester. The assessment will be based on the grade of: 1 individual work (assessment criteria:exposition and argumentation skills 70%) and participation in debates in classes (assessment criteria: quality of participation and oral argumentation skills 30%).
Class attendance: minimum 2/3 of the classes
A minimum score of 9.5 is required at all assessment times.
Assessment by exam will correspond to the delivery of an individual essay (100%). The work statement will be made available on Moodle 1 week before the delivery date. To pass the final exam, the minimum grade is 9.5.
The criteria for evaluating the work and the exam will be: quality of presentation of arguments and conceptual and methodological proposals, critical reflexivity and quality of form.

Mandatory

"Butler, Judith (2017). Problemas de género: feminismo e subversão da identidade. Lisboa: Orfeu Negro (1990- edição original)
Connell, Raewyn. 2014. Gender in World Perspective. Cambridge: Polity PresDivers
Davis, Angela et al (2022), Abolition. Feminism. Now, New York, NY: Haymarket Books.
Healey, Joseph & Stepnick, Andi (2022). Diversity and society: race, ethnicity and gender. London: SAGE.
Hill Collins, Patricia, and Sirma Bilge (2016), Intersectionality, Hoboken, NJ: John Wiley & Sons.
Messerschmidt, J. W. et al. (eds.) (2018), Gender Reckonings, New Social Theory and Research, New York: NYU Press.
Rees, Emma (2023). The Routledge companion to gender, sexuality and culture. London: Routledge.
Segal, Lynne (2023), Lean on me: A politics of radical care, London: Verso.
Vergès, Françoise (2023), Um Feminismo Decolonial. Lisboa: Orfeu Negro."

Optional

"Aboim, S. & Pedro Vasconcelos (2021), “Gender (trans)formations in Europe and beyond: Transgender lives and politics from a transnational perspective”, Portuguese Journal of Social Science, 20 (3): 131-151.
Aboim, S. & Pedro Vasconcelos (2022), “O lugar do corpo. Masculinidades Trans e a materialidade corporal do género”, Revista de Estudos Feministas, 30 (3): e81202.
Aboim, Sofia (2010), Plural Masculinities: the remaking of the self in private life, Farnham (UK) & Burlington (USA): Ashgate.
Ahmed, Leila. (1992). Women and Gender in Islam: Historical Roots of a Modern Debate. New Haven, CT: Yale University Press
Amâncio, Lígia (2003). O género no discurso das ciências sociais. Análise Social, 38, 687-714.
Anzaldua, Gloria (1988). Borderlands/La Frontera. The new mestiza. S. Francisco, CA: aunt Lute books
Beasley, Chris (2005), Gender & Sexuality: critical theories, critical thinkers, London: Sage.
BEASLEY, Chris, H. BROOK & M. HOLMES (2012), Heterosexuality in theory and practice, New York: Routledge.
Bhattacharya, Tithi (ed). (2017). Social Reproduction Theory. Pluto Press
Bourdieu, Pierre (1998), La domination masculine, Paris: Seuil.
Butler, Judith (1993), Bodies that matter: On the discursive limits of sex, London: Routledge.
Butler, Judith (2004), Undoing gender, London: Routledge.
Butler, Judith (2015). Notes toward a performative theory of assembly, Cambridge, MA: Harvard University Press. (cap. 1e 4)
Carby, Hazel. (1982). ‘White Woman Listen! Black feminism and the boundaries of sisterhood’, in The Empire Strikes Back: Race and Racism in Seventies Britain. Routledge
Care Collective (2021). The care manifesto. London: Verso.
Code, Lorraine (2001). Encyclopedia of feminist theories, London: Routledge.
Colling, Leandro (2016) (ed). Dissidências sexuais e de género. Salvador: EDUFBA
Connell, Raewyn (1987), Gender & Power: society, the person and sexual politics, Cambridge: Polity
Connell, Raewyn (1995), Masculinities, Cambridge: Polity.
Davis, Angela Y., Gina Dent, Erica Meiners, and Beth Richie (2022), Abolition. Feminism. Now, New York, NY: Haymarket Books.
Davis, Angela. 1981. Women, Race and Class. New York: Random House
De Beauvoir, Simone. 1949. The Second Sex. New York: Vintage.
Delmar, Rosalind (1994). Defining Feminism and Feminist Theory In Anne Herrmann & Abigail J. Stewart (eds.), Theorizing Feminism: Parallel Trends in the Humanities and Social Sciences. New York: Westview Press.
di Leonardo, Micaela (Ed) (1991) Gender at the crossroads of knowledge. Los Angeles, University of california Press
Fausto-Sterling, Anne (2012), Sex/gender: Biology in a social world, New York, NY: Routledge.
Federici, Silvia (2021). Caliban and the witch: women, body and accumulation of capital. New York: Penguin.
Françoise Vergès (2023), Um Feminismo Decolonial ( 2019)
Garfinkel, Harold (1967), “Passing and the managed achievement of sex status in an “intersexed” person”, Studies in Ethnomethodology, Oxford: Polity.
Goffman, Erving (1977), The arrangement between the sexes, Theory and Society, 4 (3),
301-331.
Goffman, Erving (1979), Gender advertisements, New York: Harper.
Grave, Rita G., Oliveira, João M. & Nogueira, Conceição (2019). Desidentificações de género: performances subversivas. Ex aequo. 40, 89-104
Green, Adam I. (2007), “Queer theory and sociology: Locating the subject and the self in sexuality studies”, Sociological Theory, 25 (1), 26-45.
Haraway, Donna (2016), Staying with the trouble: Making Kin in the Chthulucene. Durham, NC: Duke University Press.
Hill Collins, Patricia (2019), Intersectionality as Critical Social Theory, Durham: Duke University Press.
hooks, bell (1982). Ain't I a Woman? Black Women and Feminism. London: Pluto Press
Kessler, Suzanne J. & Wendy McKenna (1978), Gender: An ethnomethodological approach, Chicago: University of Chicago Press.
Koyama, Emi. (2001). The Transfeminist Manifesto. In Rory Diecker & Alison Piepmeir (eds). Catching a wave: reclaiming feminism for the 21st century. Boston, MA: Northeastern University Press
Lamphere (1974) Women culture and society, A theoretical overview"". Stanford University press
Lima, Antónia; Rosie Reed (2016) Care in the Contexts of Crisis and social change. Lisboa, Portugal: Edições CRIA.
Lugones, Maria. 2007. ‘Heterosexualism and the colonial/modern gender system’. Hypatia 22(1)
Messerschmidt, J. W. et al. (eds.) (2018), Gender Reckonings, New Social Theory and Research, New York: NYU Press.
Moraga, Cherrie & Anzaldua, Gloria (2015) This Bridge Called My Back: Writings by Radical Women of Color. Albany, NY: State of New York University Press.
Oliveira, Joao M. (2017). Desobediências de gênero. Salvador: Devires
Oliveira, João M. (2016). Genealogias Excêntricas: Os mil nomes do queer. Periodicus, 6, 1-6.
Ortner, Sherry (1974) ""is female to nature what man is to culture? In Rosaldo, Michelle and Luise
Santos, Ana Cristina (2023) (ed) LGBTQ+ Intimacies in Southern Europe. Citizenship, Gender and Diversity. Palgrave Macmillan.
Scarborough, William J. & Barbara J. Risman (2017), “Changes in the gender structure: Inequality at the individual, interactional, and macro dimensions”, Sociology Compass, 11 (10), e12515.
Vasconcelos, Pedro (2018), “Ordens de género e reivindicações trans: a desgenitalização política do género?”, in A. Torres, P. Pinto, C. Casimiro (ed.), Género, Direitos Humanos e Desigualdades, Lisboa: CIEG/ISCSP-UL, 259-280.
Walby, Sylvia (1991), Theorizing patriarchy, Oxford: Blackwell.
West, Candace & Don H. Zimmerman (1987), “Doing gender”, Gender and Society, 1 (2), 121-51."

CP1. Introduction to fundamental concepts
CP2. Methodologies to study and analyze phenomena in the field of sexuality
CP3. Major theories of gender and sexual identity
CP4. Historical perspectives on sexuality
CP5. Sexuality, economy, and globalization
CP6. Cultural differences and different perspectives about sexuality
CP7. Sexuality and new technologies
CP8. Psychosocial determinants of sexual responses
CP9. Psychological factors that regulate sexual experiences

Assessment throughout the semester:
- Final individual essay of up to 3000 words 80%
- Attendance and Participation in class discussions 20%
Assessment by exam: written and individual, 100%

Mandatory

•Thomas Laqueur, Making Sex: Body and Gender from the Greeks to Freud. l990. Cambridge:Harvard University Press. (Cap. 5, "Discovery of the sexes")
•Foucault, Michel. 1994 (1976). História da Sexualidade, volume 1 - A Vontade de Saber. Lisboa: Relógio d'Água (Cap 1, Nós Vitorianos; Cap 2, A hipótese repressiva).
•Butler, Judith. 2017 (1990) Problemas de Género. Feminismos e subversão da identidade. Lisboa: Orfeu Negro. (Cap.1, "Mulheres" como sujeito do feminismo)
Dowsett, G., 2017, The Sociology of Sexuality. In K. Korgen (Ed.), The Cambridge Handbook of Sociology: Core Areas in Sociology and the Development of the Discipline (pp. 264-273). Cambridge: Cambridge University Press.
•Gordo López, Ángel J. and Cleminson, Richard M., 2004, Techno‐Sexual Landscapes: Changing Relations Between Technology and Sexuality. London: Free Association Books.
•Carroll, J. L. (2019). Sexuality now: Embracing diversity (6th ed.). Cengage.
•

Optional

•Stoler, Ann Laura. 1995. Race and the education of desire: Foucault's history of sexuality and the colonial order of things. Durham, NC: Duke University Press. (Cap. 1 "Colonial Studies and the History of Sexuality")
•Rubin, G. 1984. Thinking sex: notes for a radical theory on the politics of sexuality. In Pleasure and danger: exploring female sexuality (ed.) C. Vance, 267-319. Routledge.
•Boellstorff, Tom. 2007. Queer studies in the house of anthropology. Annual Review of Anthropology 36:17–35.
•Irvine, J., 2014, Is sexuality research ‘Dirty Work’? Institutionalized stigma in the production of sexual knowledge. Sexualities, 17(5/6), 632–656.
•Bernstein, E. & Schaffner, L. (Eds.), 2005, Regulating sex: The politics of intimacy and identity. New York: Routledge (capp. 5-6-7)
•
•
•
•
•
•
•
•
•
•

CP1 - Family and Kinship Studies
History and criticism
marriage and reproduction
CP2 - Implications of gender and sexuality studies on family theories
CP3 - social transformation and new forms of family organization
conjugalities
sexualities
birth and reproductive technologies
family relations and family models: Diversities
CP4 - Motherhood and fatherhood: practices, representations and identities
CP5 - Family policies and reproductive rights
CP6 - Quality of relationships in same-same couples
CP7 - Intimate partner violence among same-sex couples
CP8 - Family relationships and child development in same-sex led families

Knowledge assessment will be carried out throughout the semester or by a final written exam. The assessment will be based on the cumulative grade of: 1 individual written essay (assessment criteria: exposition and argumentation skills 70%) and participation in debates in classes (assessment criteria: quality of participation and oral argumentation skills 30%).
Class attendance: minimum 2/3 of the classes.
A minimum score of 9.5 is required at all assessment times.
In the case of unsuccessful evaluation or failure in submitting their work to any of these assessment moments, students can be evaluated through the final exam.
The criteria for evaluating the work and the exam will be: quality of presentation of arguments and conceptual and methodological proposals, critical reflexivity and quality of form.

Mandatory

Almeida, A. N. (ed.), História da vida privada em Portugal: os nossos dias. Círculo de Leitores.
Cunha, V. (2007). O Lugar dos Filhos. Ideais, práticas e significados. Imprensa de Ciências Sociais.
Goldberg, A.E. & Allen, K.R. (2020) LGBTQ-Parent Families: Innovations in Research and Implications for practice (2nd Edition). Springer.
Lima, Antónia Pedroso de e Margarida Moz (2013), “Pais, mães e filhos: construir famílias na pluralidade.” Famílias no Plural. Lisboa ILGA e CRIA pp 31-5. ISBN 978-989-95594-5-5.
Tasker et al (2008). Gay and Lesbian Parenting: New Directions. Routledge.
Wall, Karin (org.). (2005). Famílias em Portugal, Lisboa. Imprensa de Ciências Sociais.
YANAGISAKO, Sylvia and Jane Collier 1991 ""Toward a unified analysis of Gender and Kinship"" in Gender and Kinship. Essays Toward a Unified analysis, Stanford, Stanford University Press (1987)

Optional

"Carsten, Janet, org., 2000, Cultures of Relatedness. New approaches to the study of kinship. Cambridge University Press
Costa PA, Tasker F, Leal IP. (2021) Different Placement Practices for Different Families? Children's Adjustment in LGH Adoptive Families. Front Psychol. 2021 Jun 18;12:649853. doi: 10.3389/fpsyg.2021.649853
Costa; Pedro; Pereira, H; & Leal, I.P. (2012). Homoparentalidade: o estado da investigação e a procura de normalização. Psicologia, Vol. XXVI (1), 55-69.
Franklin, Sarah and Susan McKinnon (eds.) 2001 Relative Values: Reconfiguring Kinship Studies. Durham, NC: Duke University Press.
Gato J, Leal D, Tasker 2019 F. Parenting desires, parenting intentions, and anticipation of stigma upon parenthood among lesbian, bisexual, and heterosexual women in Portugal. J Lesbian Stud. 2019;23(4):451-463. doi: 10.1080/10894160.2019.1621733.
Gato, J. & Fontaine, A. M. (2011). Impacto da orientação sexual e do género na parentalidade: Uma revisão dos estudos empíricos com famílias homoparentais. Revista Ex-Aequo, 23, 83-89.
Golombok, S., & Tasker, F. (1996). Do parents influence the sexual orientation of their children? Findings from a longitudinal study of lesbian families. Developmental Psychology, 32, 3-11.
Golombok, S., Perry, B., Burston, A., Murray, C., Mooney-Somers, J., Stevens, M., & Golding, J. (2003). Children with lesbian parents: A community study. Developmental Psychology, 39, 20-33.
Howell, S. & M. Melhuus (1993) The study of kinship; the study of person; a study of gender? in Del Valle, Teresa (ed) Gendered anthropology, Routledge: 38-53
LIMA, Antónia Pedroso de (1993) A importância das emoções: novos caminhos no estudo do parentesco e da família. In Perspectivas en el estudio del parentesco y la familia. Vol. 4 Actas do VI Congreso de Antropologia Espanhola. Tenerife
Moleiro, C, Pinto, N., Santos, M.H. & Oliveira, J.M. (2016). Violência doméstica: boas práticas no apoio a vítimas LGBT: guia de boas práticas para profissionais de estruturas de apoio a vítimas. CIG.
Neves, D. M., Augusto, A., Henriques (2023). Breastfeeding experiences and women's self-concept: Negotiations and dilemmas in the transition to motherhood. Frontiers in Sociology, Vol.8. ISSN: 2297-7775.
Neves, D. M., Santos, M. & Pintassilgo, S. (Coord) (2019). Nascimento e Outros Debates: género, parentalidade e criação. Lisboa, CIES-Iscte. ISBN: 978-972-8048-42-6 http://hdl.handle.net/10071/20486
O’Reilly, A. (2021). Matricentric Feminism: Theory, Activism, Practice. The 2nd Edition. Demeter Press. https://doi.org/10.2307/j.ctv1k2j331
Patterson, C. J. (2000). Family relationships of lesbians and gay men. Journal of Marriage and the Family, 62(4), 1052–1069. https://doi.org/10.1111/j.1741-3737.2000.01052.x
Pintassilgo, S.; Santos, M., Trindade, I., Neves, D. M. (2023). Home birth in Portugal—A comprehensive analysis based on official statistical data. Social Sciences, 12(6), 314. https://doi.org/10.3390/socsci12060314
Strathern, Marilyn 1991,""Parentesco por iniciativa: a possibilidade de escolha dos consumidores e as novas tecnologias da reprodução"" in Análise social (114): 1011-1022
Tasker, F., Moller, N., Clarke, V., & Hayfield, N. (2018). New Frontiers of Family: LGBTQ People Pushing Back the Boundaries of Family. Journal of Family Issues, 39(18), 4127-4132. https://doi.org/10.1177/0192513X18810930"

CP1. Introduction to the course: The Universal Declaration of Human Rights
CP2. Anthropology and Human Rights
CP3. The universalism vs relativism debate
CP4. The concept of culture as a key issue in the debate
CP5. Two critical examples: the African Charter on Human and Peoples' Rights and the U.N. Declaration on the Rights of Indigenous Peoples
CP6. Recent Perspectives in Anthropology
CP7. International promotion of Women's Rights
CP8. Sexual orientation and gender identity: The Yogjakarta Principles
CP9. Critical perspectives: Human rights and the logic of neoliberalism.
CP10. The question of intercultural dialogue and cultural translation

Evaluation system: ongoing or exam. On-going: with 2 evaluation instruments - discussion of the readings in class (40%) and a final essay, 7 pp max (60%). 1st instrument assesses quality of oral participation in class. The 2nd instrument will evaluate writing skills, the quality of bibliographical research, acquired knowledge, and skills of analysis and synthesis. Alternative Evaluation by exam: in the first turn, second turn or in the special turn.

Mandatory

United Nations, 2006, The Yogkakarta Principles
Sousa Santos, B., s.d., Por uma concepção multicultural dos direitos humanos, online no site www.dhnet.org.br

Zizek, S., 2005, Against Human Rights, New Left Review, 34: 115-131.

Cowan, J., 2006, Culture and rights after Culture and Rights, Am. Anth., 108(1): 9-24

Eriksen, Th., 2001, Between universalism and relativism: a critique of the UNESCO concepts of culture, in J. Cowan, M.-B. Dembour e R. Wilson, orgs., Culture and Rights: Anthropological Perspectives, pp 127-48, CUP.

Turner, T., 1997, Human rights, human difference: Anthropology's contribution to an emancipatory cultural politics, Jrnl Anthro. Research, 53: 273-279.

Hatch, E., 1997, The good side of relativism, Jrnl Anthrop. Research, 53: 371-381

Zechenter, E., 1997, In the name of culture: cultural relativism and the abuse of the individual, Jrnl Anthro. Research, 53: 319-347

Messer, E., 1993, Anthropology and human rights, Annual Review of Anthropology, 22: 221-249

Optional

-

CP1. Trans and gender diversity from the perspective of the social sciences
1. Concepts and theories. Emergence of the trans movement and trans studies
2. Discrimination against trans and non-binary people from an intersectional perspective
3. (Gender)Recognition, Rights and implications for Public Policies
CP2. Citizenship and trans and non-binary experiences
1. Gender performativity and living experiences in the spectrum of gender.
2. Trans and non-binary health
3. Trans and non-binary necropolitics. Resistances and collectives. Artivisms
CP3: Biopolitics, cyborgs, post- and trans-humanisms. Challenging the concepts of corporeality and person
1. The reinvention of nature, gender and sexuality: from Donna Haraway
2. Questions of post-humanism and trans-humanism, and work on the body. Around the Excel Project by anthropologist Chiara Pussetti
3. Interventions on the body, gender and sexuality: from Paul Preciado
4. Transhumanism, gender and sexuality: from Abou Farman

In this UC, students can choose between assessment throughout the semester or assessment by exam.

Assessment throughout the semester:
In assessment throughout the semester, students are expected to participate in class, prepare and present in class a oral presentation and do an individual written essay after the end of class. The final essay occurs on a date to be agreed at the Year Council, coinciding with the date of the final exam for those in the assessment by exam method in the first period.
The oral group presentation should focus on topics covered by syllabuses (CP1, CP2 or CP3) and is presented orally in the last class(es).
The assessment elements are weighted as follows in the final grade:
Group oral presentation in class (40%). The content of the presentation is assessed as a group (30%) and the oral performance is assessed individually (10%).
Written final essay (60%)

Assessment by exam:
Assessment by exam occurs exclusively during the assessment period and covers all the material taught in the curricular unit. It is a written exam and counts for 100% of the final grade. This type of assessment is open to students who have chosen this type of assessment, as well as those who have not passed the assessment throughout the semester.
The final written exam counts for 100% of the final grade.

In each assessment instrument, the student must obtain a minimum final grade of 10 points.
The teaching staff may request evaluation by oral examination as a complement, whenever justified (i.e. in case of doubt regarding plagiarism)

Mandatory

APA (2015). Guidelines for psychological practice with transgender and gender nonconforming people. American Psychologist, 70:832–64
Haraway, D (1991). Simians, Cyborgs and Women: The Reinvention of Nature. Routledge
Moleiro, C, Alarcão V & Neves, LR (2022). Mapping transgender studies in Portugal: a systematic search and narrative review. Journal of Gender Studies, 32(7):655-670
Monro, S (2007). Transmuting gender binaries: The theoretical challenge, Sociological Research Online, 12(1):90-104
Preciado, P (2013). Testo Junkie: sex, drugs, and biopolitics in the pharmacopornographic era. The Feminist Press
Saleiro, SP (2021). (Trans)gender recognition in Portugal: From a void to the right to gender self-determination. Portuguese Journal of Social Science, 20:153-170.
Sherman ADF et al. (2020). Trans* Community Connection, Health, and Wellbeing: A Systematic Review. LGBT Health. 7(1):1-14
Stryker, S & Whittle, S (2006). The Transgender Studies Reader. Routledge

Optional

Barata, A (2020). O desligamento do mundo e a questão do humano. Documenta.
Pussetti, C (org) (2024). Be Fu**ing Perfect: À procura da perfeição https://cria.org.pt/en/be-fuing-perfect
Coleman et al (2022). Standards of Care for the Health of Transgender and Gender Diverse People, Version 8. Int J Transgend Health. 6;23(Suppl 1):S1-S259.
Connell, R (2010). Transition and the gender order. Polare, 83, pp. 14-16.
Gato, J. (ed) (2024). Manual de Intervenção Psicológica com Pessoas LGBTQIA+. Uma perspetiva individual, familiar e comunitária. Pactor.
Farman, A (2020). On not dying: Secular immortality in the age of technoscience. University of Minnesota Press.
Haraway, D (1989). Primate Visions: Gender, Race, and Nature in the World of Modern Science, Routledge.
Pinna, F, Paribello, P, Somaini G, Corona, A, Ventriglio, A, Corrias, C, Frau, I, Murgiaa, R, Kacemi, S, Galeazzi, GM et al (2022). Mental health in transgender individuals: A systematic review. International Review of Psychiatry 34: 292–359.
Stryker, S. (2008). Transgender History. Berkeley: Seal Press.
Yogyakarta Principles (2017). The Yogyakarta Principles Plus 10’, https://bit.ly/yogyakartaplus10.