Anti-capitalisms and emerging sociability

• Investigating collective actions, disruptive dynamics and processes of social change: Proposals and itineraries (based on experience) of the Anticapitalisms and Emerging Sociabilities Collective ACySE
• Social movements in Latin America: Reflections for an anti-capitalist approach
• Dilemmas and challenges of social movements (MST and MTST)
• Paths towards an anti-capitalist education: 1. Educational commitments to intercultural higher education in Ecuador and Mexico.
• Special Activity I “LET'S NOT LIVE LIKE SLAVES”
• Collective action and studies on social conflict: keys to understanding movements from an anti-capitalist perspective and from emancipatory thought
• From Brazil in 2013 to the present day (A brief critical overview)
• Paths towards an anti-capitalist education 2: Education, Law and sexual-gender-affective diversities
• Special Activity II. Gender, race and intersections: Indigenous, Afro-descendant and migrant perspectives
• Academic research and social activism: Ideas and scenarios for anti-capitalist struggles at the beginning of the 21st century

• Adamovsky, Ezequiel et al. Thinking about autonomies. Alternatives for emancipation from capital and the state. Mexico: Bajo Tierra/Sísifo, 2011.
• ANTUNES, Ricardo; BRAGA, Ruy. THE DAYS THAT ABALARAM O BRASIL: as rebellions of June, July 2013. Public Policy Magazine, São Luís, Special Issue, p. 41-47, July 2014.
• AVRITZER, Leonardo. The pendulum of democracy in Brazil - An analysis of the crisis 2013–2018. Novos Estudos, CEBRAP, São Paulo, V37 n02, p. 273-289. mai.-aug. 2018.
• BRAH, Avtar (2011). Introduction. Cartographies of the Diaspora. Identities in Question. Madrid: Traficantes de sueños.
• Brancaleone, Cassio and Chaguaceda, Armando (2012), “A modo de introducción”, in Chaguaceda, A. and Brancaleone, C. (Comps.) Emerging Sociabilities and Social Mobilizations in Latin America, Universidad Veracruzana, CLACSO, Buenos Aires.
• Brancaleone, Cassio. “Sociability as a conceital construct and meaning of emerging sociability.” em: social theory, democracy and autonomy. An interpretation of the Zapatista experience of self-government. Rio De Janeiro: Azougue, 2015.
• Castillo, Mario and Gamboa, Ronny. “The link between education and gender”, in Electronic Journal “Current Research in Education”, vol.13, no. 13, (2013): 1-16.
• ACYSE Collective. “Anticapitalisms & emerging sociabilities: notions under construction”. in: Chaguaceda, Armando & Brancaleone, Cassio (eds.). Emerging Sociabilities and Social Mobilizations in Latin America. Buenos Aires: CLACSO, 2012.
• Cook, Rebecca & Simone Cusack, Gender Stereotypes. Transnational Legal Perspectives, Bogotá: Profamilia, 2010, 11-53.
• De Sousa Santos, Boaventura (2001), “The new social movements”, in OSAL
• Fernández Alvarez, MI, Manzano, V., Pautasso, M., and Triguboff, M., (2010), “Studies on social mobilization: academic traditions and theoretical approaches”, in Pereyra, B. and Vommaro, P. (Comp.) Social movements and human rights in Argentina, Buenos Aires, Ed. Ciccus, pp: 131-156.
• FERNÁNDEZ, B. (2015) “Contributions of contemporary indigenous intellectuals to the construction of the nation in Ecuador” in Blanca Fernández, Florencia Puente, Armando Chaguaceda and Paula Camara (coords.) Prefiguring the political. Counter-hegemonic disputes in Latin America. El Colectivo/Último Recurso/CLACSO: Buenos Aires.
• Garcés, F. (2009). "From interculturality as a harmonious relationship of diverse elements, to a politicized interculturality" In: Mora, D. Critical interculturality and decolonization. La Paz, Bolivia: III-CAB. pp. 21-49.
• GARCIA CORREDOR, Laura (2015). Stereotypes and social representations of Afro-descendant women. In Camara, P. Chaguaceda, A. Fernández, B. and Puente, F. Prefiguring the political. Counter-hegemonic disputes in Latin America. CLACSO. Editorial El Colectivo.
• Gómez, Marcelo (2017), “Class analysis, social movements and antagonism: emerging from theoretical paralysis”, in Theomai Journal, Critical Studies on Society and Development, no. 35 
• GOULART, Deborah. The Homeless Workers' Movement in Brazil: A History of Threatened Autonomy. Thinking about Autonomies. Alternatives for Emancipation from Capital and the State. Volume 2. Alicia Hopkins and César Enrique Pineda (Compilers). Mexico: 2019.
• HILSENBECK FILHO, Alexander Maximilian. Or take back the streets and the dilemmas in the struggles: social movements in the times of governments originating from the left. Lutas Sociais, São Paulo, vol.17 n.31, p.97-110, jul./dez. 2013
• MACHADO, D. and ZIBECHI, ​​R. (2016) “Epilogue. Crossroads of critical thought and crisis of intellectuals”. In Changing the world from above. The limits of progressivism. Santiago de Chile: Quimantú
• Machado, Eliel (2014), “Contributions to a Marxist political theory of social movements”, Revista Demarcaciones, (2), pp: 86- 101.
• MANEIRO, M. (2011) Academic research and political activism. Contributions to the discussion within the framework of the Second meeting of the Working Group on Anticapitalisms and emerging sociabilities [mimeo]
• Mato, D. (2008). Cultural diversity and interculturality in higher education. Problems, challenges and opportunities in Latin America. In: Mato, D. (coord.) Cultural diversity and interculturality in higher education. Experiences in Latin America. (pp. 21-79). Caracas: IESALC-UNESCO.
• MOHANTY TALPADE, Chandra (2008). Back to "Under the Eyes of the West": Feminist Solidarity Through Anti-Capitalist Struggles. Decolonizing Feminism: Theories and Practices from the Margins / coord. by Liliana Suárez Navaz; Rosalva Aída Hernández Castillo (aut.), ISBN 978-84-376-2469-3, pp. 407-464.
• PASSA PALAVRA. Enter the fire and panela: social movements and bureaucratization.
• Salgado Álvarez, Judith. Manual de formación en género y derechos humanos, Quito: Universidad Andina Simón Bolívar / Corporación Editora Nacional, 2013, 19-46.

The basic requirements for taking a seminar are:

• Availability of at least 4 hours per week to dedicate to the seminar course.
• Internet access.
• Reasonable handling of communication and computer tools.
• Language proficiency in the language in which the course will be taught. The official languages ​​are Spanish and Portuguese.

The seminars last 12 weeks, plus the completion of a final project. 48 hours of work with the instructor and 120 hours of total dedication will be credited.

A course consists of twelve classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.

Researchers and students belonging to a CLACSO Member Center.