2025
Archaeology of Pre-and Proto-Historic Socities
Name: Archaeology of Pre-and Proto-Historic Socities
Code: HIS12028L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Archeology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
Identify the geographical and chronological horizons of the topics under study;
Observe, analyze, and identify pre and proto-historic materials and structures;
Identify and describe artifacts and structures and their correct chrono-cultural contextualization;
Give specific information on the economic, social, technologic, ideologic, and cognitive evolution of pre and proto-historic societies in different regions;
Characterize the changes that occurred in the Iberian Peninsula during Pre and Proto-History with a special focus on nowadays Portuguese territory;
Recognize the relevance of material culture remains in the Iberian Peninsula for the historic "reconstruction" of the societies;
Characterize the social, economic, and political transformation during the 1º millennium BCE in pre-roman societies;
Understanding the relevance of material culture remains found in the Iberian Peninsula.
Observe, analyze, and identify pre and proto-historic materials and structures;
Identify and describe artifacts and structures and their correct chrono-cultural contextualization;
Give specific information on the economic, social, technologic, ideologic, and cognitive evolution of pre and proto-historic societies in different regions;
Characterize the changes that occurred in the Iberian Peninsula during Pre and Proto-History with a special focus on nowadays Portuguese territory;
Recognize the relevance of material culture remains in the Iberian Peninsula for the historic "reconstruction" of the societies;
Characterize the social, economic, and political transformation during the 1º millennium BCE in pre-roman societies;
Understanding the relevance of material culture remains found in the Iberian Peninsula.
Contents
1 - Neolithicisation
- Near East.
- Europe.
- Portuguese Territory
2 - The settlement and the Resources
3 - The Megalithic.
- The emergence of megalithism and the different theses explaining the phenomenon.
- The non-funerary megaliths.
- The geographical and spatial distribution in Europe and the world.
- The Portuguese case.
- The different types of monuments.
- The symbolic and religious interpretations of this type of monument.
4 - The emergence of metallurgy.
- The differences at the level of economy and society.
- Near East.
- Europe.
- Portuguese Territory
2 - The settlement and the Resources
3 - The Megalithic.
- The emergence of megalithism and the different theses explaining the phenomenon.
- The non-funerary megaliths.
- The geographical and spatial distribution in Europe and the world.
- The Portuguese case.
- The different types of monuments.
- The symbolic and religious interpretations of this type of monument.
4 - The emergence of metallurgy.
- The differences at the level of economy and society.
Teaching Methods
Presentation by the teacher of theoretical concepts, definitions, methodologies, and case studies, using analysis of texts, images, cartography, artifacts/ecofacts, and digital resources. Sessions are accompanied by student engagement through a dialogic approach to learning or the organisation of debate sessions involving students. In addition to the case studies presented by the professor, experts may be invited to enrich the content and program diversity, thus also adapting the program content to the main interests of students and contributing to a greater articulation between teaching and research.
Assessment
Continuous assessment, consisting of a written assignment and an in-class presentation (40%), a mid-term test (45%), and attendance/participation in classes or other training events (15%), or a Final Exam (100%).
Guiding principles for the use of AI: AI may be used to support learning, not to replace human reflection, creativity, or authorship. Any use of AI must comply with the principles of honesty, rigour, and intellectual responsibility, avoiding plagiarism, fabrication, or uncritical dependence on automated outputs. Any use of AI in the preparation of materials submitted for assessment must be explicitly declared, indicating the tool used and the nature of its contribution. Students must demonstrate the ability to evaluate, interpret, and critically engage with AI-generated results, acknowledging their limitations, biases, and ethical implications. It is prohibited to enter personal data, confidential materials, or sensitive information into generative AI systems, in accordance with the GDPR and the University of Évora?s regulations. AI cannot be considered an author; therefore, the student retains full responsibility for the production and accuracy of the work submitted. The use of AI is permitted as a tool to support research, as an instrument for critical reflection, and in active-learning contexts. The use of AI is not permitted to generate texts, answers, images, or other content presented as the student?s original work; to automatically produce assignments, essays, reports, or other assessment components without substantial intellectual input from the human author; or to manipulate, falsify, or omit information sources. Work in which AI use is identified without an explicit declaration will be considered in breach of academic integrity standards and may result in penalties equivalent to those applied in cases of plagiarism. The instructor may request additional explanations or preliminary versions of the work to confirm effective authorship. Originality, critical analysis, and interpretative ability remain key assessment criteria. The instructor may use any tools deemed necessary to verify students? use of AI, and may request oral clarifications or, if necessary, require an oral examination before the course jury.
Guiding principles for the use of AI: AI may be used to support learning, not to replace human reflection, creativity, or authorship. Any use of AI must comply with the principles of honesty, rigour, and intellectual responsibility, avoiding plagiarism, fabrication, or uncritical dependence on automated outputs. Any use of AI in the preparation of materials submitted for assessment must be explicitly declared, indicating the tool used and the nature of its contribution. Students must demonstrate the ability to evaluate, interpret, and critically engage with AI-generated results, acknowledging their limitations, biases, and ethical implications. It is prohibited to enter personal data, confidential materials, or sensitive information into generative AI systems, in accordance with the GDPR and the University of Évora?s regulations. AI cannot be considered an author; therefore, the student retains full responsibility for the production and accuracy of the work submitted. The use of AI is permitted as a tool to support research, as an instrument for critical reflection, and in active-learning contexts. The use of AI is not permitted to generate texts, answers, images, or other content presented as the student?s original work; to automatically produce assignments, essays, reports, or other assessment components without substantial intellectual input from the human author; or to manipulate, falsify, or omit information sources. Work in which AI use is identified without an explicit declaration will be considered in breach of academic integrity standards and may result in penalties equivalent to those applied in cases of plagiarism. The instructor may request additional explanations or preliminary versions of the work to confirm effective authorship. Originality, critical analysis, and interpretative ability remain key assessment criteria. The instructor may use any tools deemed necessary to verify students? use of AI, and may request oral clarifications or, if necessary, require an oral examination before the course jury.
Teaching Staff
- Ana Catarina Salgado Basílio
- Nelson José Oliveira de Almeida [responsible]
Accreditations and Certifications
