See course descriptions
Socio-Environmental Dynamics in Brazil: Maranhão
Department of Spanish and Portuguese/OIE
June 28th to July 24th
Dr. Tania Martuscelli: [email protected]
Dr. Marcelo Schincariol: [email protected]
On-site provider: Israel Silva Diniz (Centro de Direitos Humanos, Barreirinhas): [email protected]
This 6-credit upper-division course provides students with the opportunity to visit and conduct fieldwork in
rural and traditional communities in Maranhão, Northeastern Brazil. These groups of fishermen, quilombolas,
farmers, indigenous people, ribeirinhos, etc. are part of the 217 communities that constitute the town of
Barreirinhas, the main entrance to the National Park of Lençois Maranhenses. The students will be fully
immersed in the Portuguese language, and will be in close contact with different cultural settings and
ecosystems. PORT 3270 will explore some of the most pressing issues related to human rights of traditional
communities, tourism, and other environmental dynamics.
The course will be taught in Portuguese, and will stress the value of teaching language competency through
exploration of real-life issues in the context in which they are taking place. The course structure provides
the ideal context for not only furthering students’ mastery of Portuguese, the 6th most spoken language in
the world, but also stresses the importance of gaining cultural intelligence1 to foster more effective personal
and professional connections in a globalized world. This course supports CU’s institutional commitment,
expressed in Flagship 2030 Challenge, which focuses on “redefining learning and discovery in a global
context and setting new standards in education, research, scholarship, and creative work that will benefit
Colorado and the world.”
Course Pre-requisite: PORT 2350 (Portuguese for Spanish/Romance Language Speakers) OR PORT 2110
(Second-year Portuguese 1). PORT 1020 by instructor’s permission only.
Students will gain practical fieldwork experience by conducting their researches in the Portuguese
Students will gain knowledge about key theoretical aspects of socio-environmental dynamics in the
Students will learn ways to analyze and critically think about the complex, challenging, and dynamic
relationships among traditional communities, local and federal governments.
Students will develop their skills in analyzing problems, thinking critically, conducting primary and
secondary-source research, writing and making an argument in the Portuguese language.
Students will have the opportunity to become familiar with and visit communities that are not easily
accessible to tourists.
We follow Early and Ang’s (2003) model of cultural intelligence, which merges the literature on intelligence and cross-cultural
understanding to create a new perspective on intercultural interaction.
PORT 3270, Summer 2016
COURSE ASSIGNMENTS AND GRADING BREAKDOWN:
Summary of Assignments and Grading
Percentage of Your Grade
Research proposal (to be developed during
Participation and engagement
Students will meet with instructors before departure in order to design a research proposal that suits their
academic goals. This proposal must be submitted to the IRB (Institutional Review Board) BEFORE departure.
Each week we will read several articles, book excerpts, and other scholarly works that will help to illuminate
both, the thematic topics of the course, and the cultural settings involved in the experience abroad. The
authors of these articles comprise an interdisciplinary group of scholars. All texts are in Portuguese.
Final Paper and Community Report
Students will take notes along the visits and reading discussions, and will later write a 15-page Final Paper in
Portuguese. A shorter version of this paper, the Community Report (5 pages), will be sent to the
communities involved in the respective research.
The instructors reserve the right to change aspects of the syllabus due to unforeseen circumstances and/or
to increase students learning opportunities.
Drs. Tania Martuscelli and Marcelo Schincariol are both members of the multidisciplinary research group
“Society, Environment, Literature”, involving the University of Colorado at Boulder and the Federal
University of Maranhão (UFMA). Both professors are Brazilians, and have a vast experience teaching
Brazilian culture, literature and language, and have experience bringing students to Brazil. She is an Assistant
Professor of Luso-Brazilian Studies, and he is an Instructor of Portuguese Language and Culture, both in the
Department of Spanish and Portuguese at UCB.
PRE-DEPARTURE ORIENTATION SESSIONS (CU Campus, Spring 2016):
4 hours of on-campus orientation led by OIE and/or course professors. Eventually one-on-one meetings may
be scheduled with students to discuss a suitable, individualized, research proposal.
PORT 3270, Summer 2016
Acselrad, Henri. Cartografia social e dinâmicas territoriais: marcos para o debate. Rio de Janeiro:
IPPUR-UFRJ, 2008. (Excerpts).
Andrade, Maristela de Paula. "Atingidos e Quilombolas – disputa territorial, modalidades de
resistência e dinâmicas de mediação em Alcântara" (Unpublished book chapter by Brazilian faculty
leading the field research in Maranhão) 40 pp.
Andrade, Maristela de Paula. Conflitos Socioambientais no Leste Maranhense. São Luís: UFMA, 2012.
Arruda, R. S. V. "'Populações Tradicionais’ e a proteção dos recursos naturais em unidades de
conservação". In: A. C. Diegues. Etnoconservação: Novos Rumos para a Proteção da Natureza nos
Trópicos. São Paulo: Hucitec-Annablume, 2000. (pp 273-290)
Balée, William. "Sobre a indigeneidade das paisagens". Revista de Arqueologia, 21(2), 2008. p. 9-21.
Bhabha, Homi. “A outra questão: O estereótipo, a discriminação e o discurso do colonialismo”. In: O
local da cultura. Tradução Myriam Ávila, Eliana L. de L. Reis e Gláucia R. Gonçalves. Belo Horizonte:
Editora UFMG, 1998, pp. 105-138.
Bourdieu, Pierre. Compreender In: A miséria do mundo. Petrópolis: Vozes, 1997. (Excerpts).
Burawoy, Michael. "Por uma sociologia pública". In: Ruy Braga, et al (org). Por uma Sociologia
Pública. São Paulo: Alameda, 2009. p. 15-66.
Correa, Roberto Lobato; Iná dos Santos et al. Geografia: Conceito e Terra. Rio de Janeiro: Bertrand,
1995. 352 pp (Excerpts).
Cunha, Manuela Carneiro da. “Patrimônio imaterial e biodiversidade.” Revista Patrimônio Histórico e
artístico Nacional, n. 32, 2005. 373 pp (Excerpts).
Diegues, Antonio Carlos; Arruda, Rinaldo. Saberes Tradicionais e Biodiversidade no Brasil. Brasilia:
Ministério do Meio Ambiente, 2001. (pp.1-40)
Escobar, Arturo. "O lugar da natureza, a natureza do lugar: globalização ou pós-desenvolvimento?"
In: Edgardo Lander. A Colonialidade do saber: eurocentrismo e ciências sociais. Buenos Aires:
CLACSO, 2005. (pp 63-79)
Freire, Paulo. Pedagogia do Oprimido. Rio de Janeiro: Paz e Terra, 2005. (Excerpts).
Gomez-Pompa, Arturo; Kaus, Andrea. "Domesticando o mito da natureza selvagem". In: A.C.
Diegues, Etnoconservação: Novos Rumos para a Proteção da Natureza nos Trópicos. São Paulo:
Hucitec-Annablume, 2000. (pp 125-147).
Lima, Deborah; Pozzobon, Jorge. "Amazônia socioambiental. Sustentabilidade ecológica e
diversidade social". Estudos Avançados, 19 (54), 2005. p. 45-76.
Matta, Roberto da. O ofício do etnólogo ou como ter “anthropological blues”. IN: Nunes, Edson
(org.). A Aventura sociológica. Rio de Janeiro: Zahar, 1978 pp. 23-35.
Oliveira, Roberto Cardoso de. “O trabalho do antropólogo: olhar, ouvir, escrever”. In: O Trabalho do
Antropólogo. Brasília: Paralelo 15; São Paulo: UNESP, 2000. pp. 17-35.
Oliveira, L. R. C. “O ofício do antropólogo, ou como desvendar evidências simbólicas”. In: Anuário
Antropológico, v. 2006, p. 9-30, 2008.
Silveira, Flávio. "A paisagem como fenômeno complexo, reflexões sobre um tema interdisciplinar".
In: Flávio Silveira; Cristina D. Cancela (org). Paisagem e Cultura: Dinâmica do Patrimônio e da
Memória da Atualidade. Belém: EDUFPA, 2009.
Velho, Gilberto. “Observando o familiar”. In: Individualismo e cultura. Rio de Janeiro: Zahar, 1981.
White, William Foote. 2005. “Sobre a evolução de Sociedade de Esquina”. In: Sociedade de Esquina: a
estrutura social de uma área urbana pobre e degradada. Rio de Janeiro: Jorge Zahar, 1993. pp. 283363.
PORT 3270, Summer 2016
The Boulder Provost‘s Disability task Force recommended syllabus statement.
If you qualify for accommodations because of a disability, please submit to your professor a letter from
Disability Services in a timely manner (for exam accommodations provide your letter at least one week
prior to the exam) so that your needs can be addressed. Disability Services determines accommodations
based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at
[email protected] If you have a temporary medical condition or injury, see Temporary Medical
conditions: Injuries, Surgeries, and Illnesses guidelines under Quick Links at Disability Services website
and discuss your needs with your professor.
2. It is the responsibility of every instructor to clearly explain his or her procedures about absences due to
religious observances in the course syllabus so that all students are fully informed, in writing, near the
beginning of each semester’s classes. Campus Policy regarding religious observances states that faculty
must make reasonable accommodation for them and in so doing, be careful not to inhibit or penalize
those students who are exercising their rights to religious observance. Faculty should be aware that a
given religious holiday may be observed with very different levels of attentiveness by different members
of the same religious group and thus may require careful consideration to the particulars of each
individual case. See http://www.colorado.edu/plicies/fac_relig.html
If you have questions about providing students with religious accommodations, please contact the Office
of Discrimination and Harassment at 303-492-2127.
A comprehensive calendar of the religious holidays most commonly observed by CU-Boulder students is
Campus policy regarding religious observances requires that faculty make every effort to deal
reasonably and fairly with all students who, because of religious obligations, have conflicts with
scheduled exams, assignments or required attendance. In this class pay attention to the exam, quizzes,
due composition, and assignments posted in the course syllabus. See full details at
3. Faculty and students should be aware of the “Classroom Behavior” policy at
http://www.colorado.edu/policies/classbehavior.html as well as faculty rights and responsibilities listed at
These documents describe examples of unacceptable classroom behavior and provide information on
how to handle such circumstances should they arise. Faculty are encouraged to address the issue of
classroom behavior in the syllabus.
Students and faculty each have responsibility for maintaining an appropriate learning environment.
Those who fail to adhere to such behavioral standards may be subject to discipline. Professional
courtesy and sensitivity are especially important with respect to individuals and topics dealing with
differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender,
gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to
the instructor with the student’s legal name. I will gladly honor your request to address you by an
alternate name or gender pronoun. Please advise me of this preference early in the semester so that I
may make appropriate changes to my records. See policies at
PORT 3270, Summer 2016
4. The Office of Discrimination and Harassment recommends to following syllabus statement:
The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning,
working and living environment. CU Boulder will not tolerate acts of discrimination or harassment base
upon Protected Classes or related retaliation against or by any employee or student. For purposes of this
CU-Boulder policy, “Protected Classes” refers to race, color, national origin, sex, pregnancy, age,
disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political
affiliation or political philosophy. Individuals who believe they have been discriminated against should
contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student
Conduct (OSC) at 3030-492-5550. Information about the ODH, the above referenced policies, and the
campus resources available to assist individuals regarding discrimination or harassment an be obtained
5. The Boulder campus has a student Honor Code and individual faculty members are expect to familiarize
themselves with its tenets and follow the approved procedures should violations be perceived. The campus
has been working diligently to make this process work better to provide guidance on “gray areas” to be
helpful to both faculty and students at the Honor website. The Honor Council recommended syllabus
statement: All students at the University of Colorado at Boulder are responsible for knowing and adhering
to the academic integrity policy of this institution. Violations of this policy may include: cheating,
plagiarism, aid of academic dishonesty, fabrication, lying, brivery, and threatening behavior. All incidents
of academic misconduct shall be reported to the Honor Code Council. ([email protected]; 303-7352273). Students who are found to be in violation of the academic integrity policy will be subject to both
academic sanctions from the faculty member and non-academic sanctions (including but not limited
probation, suspension, or expulsion). Other information on the Honor Code can be found at
http://www.colorado.edu/policies/honor.hatml and at http://honorcode.colorado.edu