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The design of the Curricular Map is oriented towards the development of research competences, which is reached through the organization of seminars, that define their contents according to each of the three areas that integrate the curricular map: basic, disciplinary, and terminal formation areas. The two seminars that corresponds to the basic area, suggested for the first and second semester, have as a priority the theoretical formation that helps to conceptualize the research projects proposed by the student, who will have the support of a Tutorial Committee, that will follow up the research work and a Thesis Director, who will guide him/her throughout the program.
Regarding the disciplinary formation area, the program includes 5 research seminars. These seminars are a core part of the doctoral program, since they are oriented to the achievement of a specialized profile, focused on the thesis Project and the development of competences, evaluated by the fulfillment of a product related to research. It is suggested that they can be taken from the third to the seven semester. The evaluation of these seminars will be carried out by the Tutorial Committee, according to the progress of the research, the corresponding reports and the publications made. On this point, it should be noted that, in the fifth semester, the student must prepare a presentation; in the sixth semester, he/she will participate in the Doctoral Students Colloquium; and in the seventh semester, he/she will publish a research article in a national or international scientific journal.
Seminars in Hispanic American Literature should ensure both the acquisition of new knowledge and the development of a context for research. It is suggested that these courses be started in the first semester to ensure their effectiveness and they may be taken consecutively, as long as the contents vary and support the development of the research topic.
With the intention of strengthening the collaboration links of graduate students with the development of the LGAC of IIL-L, this program contains, in the terminal formation area, two elective courses, whose contents and work proposals show the insertion of students in IIL-L projects that are related to their academic interests. It is also important to consider that these two courses represent the possibility for the students to attend, to complement their training, a course in another postgraduate program of the Universidad Veracruzana. In addition, by increasing the time to 4 years and maintaining the number of classroom hours and courses that must be taken, the doctoral program becomes effectively flexible and thus opens the possibility for the student to carry out research stays in other graduate programs in the country or abroad with which the UV has signed agreements. In the last semester, the student must complete the research report, supervised by the Tutorial Committee and whose product is the thesis itself.
Curricular Map
| Course name | Credits | Horas | ||||
|---|---|---|---|---|---|---|
| Theory hours with teacher | Theory hours without teacher | Practical hours with teacher | Practical hours without teacher | |||
| Basic Formation Area | ||||||
| Theory Seminar I | 8 | 4 | ||||
| Theory Seminar II | 8 | 4 | ||||
| Disciplinary Formation Area | ||||||
| Research Seminar I | 18 | 4 | 5 | |||
| Research Seminar II | 18 | 4 | 5 | |||
| Research Seminar III | 18 | 4 | 5 | |||
| Research Seminar IV | 18 | 4 | 5 | |||
| Research Seminar V | 18 | 4 | 5 | |||
| Hispanic American Literature I | 8 | 4 | ||||
| Hispanic American Literature II | 8 | 4 | ||||
| Hispanic American Literature III | 8 | 4 | ||||
| Research Report | 50 | 4 | 21 | |||
| Terminal Formation Area | ||||||
| Elective I | 8 | 4 | ||||
| Elective II | 8 | 4 | ||||
| TOTAL COURSES13 | TOTAL CREDITS196 | TOTAL THEORY HOURS98 | TOTAL PRACTICAL HOURS0 | |||
DESCIPTION OF THE COURSES THAT INTEGRATE THE CURRICULUM PLAN
Theory Seminars (Basic Area)
These seminars are conceived as epistemological and methodological support for the development of the doctoral students’ individual research. The contents of these seminars will be defined in each of the generations of the program, considering the four lines of generation and application of knowledge of the CA and the requirements of the different doctoral research projects. The second seminar will emphasize the review of theoretical proposals developed in Latin America.
Research Seminars (Disciplinary Formation Area)
Since these seminars define the disciplinary profile of the new researchers, they have been designed as spaces for the development of thesis projects, through individualized advisory work by the Tutorial Committee. Thus, these seminars will provide the student, complementary to the above, a forum to present, discuss and enrich, in a collective work framework, their theses research.
In addition to the progress in their research, a minimum of 15% each semester, the student must report to the Tutorial Committee the elaboration of the following academic products:
- A paper to be presented at a congress of the specialty, in the third year /Research Seminar III).
- A paper based on their thesis, to be presented at the Doctoral Students Colloquium, during the third year (Research Seminar IV)
- An article on the specialty, to be published during the fourth year, in a peer reviewed journal (Research Seminar V)
- Research Report.
The doctorate will provide students with a databased, both printed and electronic, capable of accommodating the production of the doctoral students themselves. Likewise, the postgraduate program is committed to manage institutional support to encourage the participation of doctoral students in national and international congresses. The Doctoral Students Colloquium will be organized by the postgraduate Program of the Institute, for students to present their research advances. For the Colloquium, The College of Professors will appoint a moderator-commentator for each research project, either a researcher from the Institute, or an academic form the faculty of Spanish Letters, or from one of the related areas of the University; it is also possible that a specialist working in any national or international postgraduate institution may be invited.
Hispanic American Literature Seminars (disciplinary Formation Area)
Through the contents of these seminars, students will have the opportunity to broaden, through the reading of a representative corpus of literature from different Hispanic American regions, their knowledge of diverse literary poetics and to establish criteria, tendencies and cultural tension that make possible the revision of classical historiography, thus reaching the possibility of formulating new themes and problems in the literary field. Thus, the seminars respond to the diverse needs of reinforcing the doctoral students’ knowledge of some of the most representative works, topics, and problems of the literary process in their area of research, situating them critically within broad and transversal historical-literary processes, but also related to their different national contexts. To speak of process in this context implies that the corpus not only responds to a geographical grouping, but that the latter is conceived in terms of a series of lines of cultural development, shared by texts coming from different national spaces, by reason of which their respective literary systems are participants in the same type of cultural tension. The concept of literary system also refers to the link between the works and the critical activity that studies them, puts them in relation and reflexively constitutes them as part of literary tradition.
Elective Courses (Terminal Formation Courses)
With these courses, the Tutorial Committee may suggest the accreditation of a particular course that will help the student to complement the research work and thesis writing. These courses may be taken in other graduate programs of the Humanities area of the Universidad Veracruzana or in other postgraduate programs in the country or abroad. Similarly, the institute may offer some courses to doctoral students, emphasizing in authors, works and topics related to research in progress; it may also guide possible contents of the articles and papers that students must present in the framework of their research seminars. They can be taken from the first semester onwards.
ACADEMIC ACTIVITIES
They should be used as spaces of retribution and consolidation of the ethical values hat the student has had strengthen during his stay in the program. With the purpose of contributing from the specialized literary studies to the fulfillment of the objectives of university social responsibility, as well as to the objectives of sustainable development with a view to an effective formation for life. From the beginning of the program, the design of the activities will be initiated, and the students can develop them with his Tutorial Committees in any semester, although ideally it can be on the third semester. The following activities are suggested:
- Participate in the University Book fair.
- Collaborate in cultural forums and book presentations.
- Intervene in spaces with actions to promote reading.
- Cultivate the critical dissemination of literature through written reviews.
- Read in academic meetings (symposiums, colloquiums, workshops, congresses.) original communications that reflect the progress of the research.
- Carry out practices for liaison with the social sector and other sectors.
- Collaborate in the continuing education of interested citizens.
- Carry out short research stays in national or international IHE.
Lines of Research
| Line of Knowledge Generation and /or Application | Description | Professors per LGAC |
|---|---|---|
| LGAC 1Mexican Literature | It includes the study of poetry, narrative, literacy criticism, essays, chronicles, periodical publications, drama, and literature prior to the 19th century written in what is now Mexico up to the recent production so far in the 21st century | Castillo Hernández Estela |
| Cuellar Escamilla Donaji | ||
| Cuevas Velasco Norma Angelica | ||
| Fernandez Arriola Angel | ||
| Flores Garcia Maria Malva | ||
| Gidi Blanchet Claudia Elisa | ||
| Hernandez Palacios Miron Maria Estther del Carmen | ||
| Ortiz Dominguez Efren | ||
| Perez Pavon Alfredo | ||
| Munguia Zatarain Martha Elena | ||
| Velasco Gonzalez Raquel | ||
| Sol Mora Pablo Antonio | ||
| LGAC 2 Hispanic American Literature |
It includes the study of poetry, narrative, literary criticism, essays, chronicles, periodicals, drama and literature prior to the 19th century written in what is now Mexico up to the recent production so far in the 21st century. | Castillo Hernandez Estela |
| Cortes Guadarrama Marcos Angel | ||
| Cruz Arzabal Roberto | ||
| Cuellar Escamilla Donaji | ||
| Garcia de la Sierna Perez Rodrigo Adolfo | ||
| Garcia Diaz Teresita del Socorro | ||
| Gidi Blanchet Claudia Elisa | ||
| Mora Perdomo Leticia | ||
| Munguia Zatarain Martha Elena | ||
| Ortiz Dominguez Efren | ||
| Flores Garcia Maria Malva | ||
| Velasco Gonzalez Raquel | ||
| Sol Mora Pablo Antonio | ||
| LGAC 3 Literary Theory |
It focuses on the critical review, discussion and recovery of various theoretical (from linguistics as related disciplines) and philosophical approaches to literature. | Cuevas Velasco Norma Angelica |
| Garcia de la Sierna Perez Rodrigo Adolfo | ||
| Mora Perdomo Leticia | ||
| Munguia Zatarain Martha Elena | ||
| LGAC 4 Literature, other arts, and disciplines |
It studies the relationship between literature and other arts as well as the dialogue that verbal art establishes with other discourses, such as the historical, philosophical, and scientific. | Castillo Hernandez Estela |
| Cortes Guadarrama Marcos Angel | ||
| Cruz Arzabal Roberto | ||
| Cuevas Velasco Norma Angelica | ||
| Fernandez Arriola Angel | ||
| Mora Perdomo Leticia |
