Literary Narratives in Anglo-Portuguese Contexts


a) to become familiar with the research area covered by the field of Anglo-Portuguese Studies
b) to acquire a panoramic view of Luso-British historical, literary and cultural relations
c) to acquire theoretical knowledge of travel literature
d) to acquire theoretical knowledge of literary imagology
e)to become familiar with the complexity of images of Portugal conveyed by British travel literature of the eighteenth, nineteenth and twentieth centuries
f) to be able to relate such representations of Portugal to the historical and socio-cultural context and to the vicissitudes of the Luso-British alliance throughout the centuries
g) to become familiar with critical bibliography on the matters studied
h)to develop competence for autonomous research specific to the area of Anglo-Portuguese Studies

General characterization





Responsible teacher

Maria Zulmira Bandarra de Sousa Verissimo Castanheira


Weekly - 3

Total - 280

Teaching language





Beller, Manfred and Joep Leerson, eds. (2007). Imagology. Amsterdam and New York: Rodopi.
Blanton, Casey (2002). Travel Writing: the Self and the World. New York and London: Routledge.
Hulme, Peter and Tim Youngs, eds. (2002). The Cambridge Companion to Travel Writing. Cambridge: Cambridge University Press.
Macaulay, Rose (1985). They Went to Portugal. London: Penguin Books.
Macaulay, Rose. They Went to Portugal Too (1990). Introduction by Susan Lowndes. Edited by L. C. Manchester, Carcanet in association with The Calouste Gulbenkian Foundation.
Revista de Estudos Anglo-Portugueses, 22 vols. (1990-2013). Lisboa: Instituto Nacional de Investigação Científica / Fundação para a Ciência e a Tecnologia.
Thompson, Carl (2011). Travel Writing . London and New York: Routledge.
Whitfield, Peter (2011). Travel: A Literary History. Oxford: The Bodleian Library.
Youngs, Tim (2013). The Cambridge Introduction to Travel Writing. New York: Cambridge University Press.

Teaching method

Seminars of a theoretical-practical nature, in which the theoretical presentation of the themes is articulated with group commentary, critique and debate on the texts and students’ oral presentations on aspects of the curriculum. Students’ research will be guided and supported with a view to preparing them for the writing of the individual final paper.

Evaluation method

Regular attendance, keeping up with required reading, contributing to debates by means of spontaneous interventions in class, displaying a capacity for establishing relations at the conceptual level and consistency in developing arguments, making brief oral presentations which had been requested previously(30%), Writing, under tutorials, an individual research paper of about 15 pages (excluding bibliography and appendices) on one of the themes of the curriculum(70%)

Subject matter

Available soon