Public Policies and Heritage - 1st semester


Understand and discuss the concepts of \"heritage\" and \"public policies\" when articulated.
Acquire and analyze information relating to the use of theory for understanding and criticize the problems
inherent to cultural heritage as a means of consolidated power in public policies .
Acquire/develop skills for the identification and delineation of fields of knowledge and research leading to
disciplinary readings on heritage integrated in territory and implemented in public policies.
Know demonstrations of use of heritage as mean of power throughout the history of Portugal (case studies)
Encourage a requirement of rigor and research, combined with a critical attitude in the construction of
knowledge in oral and written support.

General characterization





Responsible teacher

Docente a definir


Weekly - 3 letivas + 1 tutorial

Total - Available soon

Teaching language




BABELON, J.-P., CHASTEL, André (1994). La notion de patrimoine. Paris : Éditions Liana Levi.
BAUBY, Pierre (2011). L’européanisation des services publics. Paris: Presses de Sciences Po.
BÉGHAIN, Patrice (2012). Patrimoine, politique et société. Paris: Presses de Sciences Po.
CUSTÓDIO, Jorge (coord.) (2010). 100 anos de património. Memória e identidade. Lisboa: IGESPAR.
GILLMAN, Derek (2006). The idea of cultural heritage. Cambridge University Press.
O’BRIEN, Dave (2013). Cultural policy. Management, value and modernity in the creative industries. Routledge.
REIS, António (coord.) (2007). Retrato de Portugal. Lisboa: Temas e Debates.

Teaching method

The teaching methodology is based on two dimensions. First, a speech teacher in each class, allowing an
overview of the topic and its consequences historiographical with calls attention to the large document
databases. This context leads to the involvement of students through exercises such as presentations citation
or a reference to the methods and content of the research work.

Evaluation method

Second, the progress of the evaluation process, conceiving evaluation as a learning process that allows the use of soft skills to the making of social sciences. For this reason the evaluation is structured according to three areas: consolidating (20%), comprising a writing test performed followed by an oral presentation and justified from a set of citations; construction (10%), constituted by the presence in class and participation in cultural activities close to the themes of the program; research (70%), followed route of preparing a research paper from document databases.

Subject matter

Culture is an central structural factor in contemporary societies, affecting all areas of daily life, with a growing
impact in social, economical and political terms. It is therefore necessary to build a solid and comprehensive
political thought on the various dimensions of culture: creation, production, reception, mediation, funding, as
well as on the delicate and often invisible power relations within the cultural field. Such a thought ought to be
shaped by a critical, interdisciplinary approach to the cultural phenomenon, integrating the perspectives of
history, geography, sociology, political science, anthropology, economics, cultural studies and the arts.
Throughout the Portuguese democratic experience, since the fall of the dictatorship in 1974, cultural policies
have emerged gradually as a significant topic of increasing visibility within the general political and ideological
debate in the country.


Programs where the course is taught: