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BRAZIL TEACHING MODULE

Prepared for FACDIS, Fall 1998.

R. Michael Smith

Glenville State College

R. Michael Smith Brazil Teaching Module


Table of Contents

(Pages are not numbered but number of pages is indicated.)

Three Week Lesson Plan

The teaching method which is used in this course involves lecture with an openness to student questions. The instructor will inform and explain; students will ask questions, comment, answer questions, and examine maps, tables, and charts. There will be assigned readings. The instructor will express an expectation that students will have read assigned pages. But the instructor assumes the students will have found it difficult to understand and absorb the descriptions and explanation presented in the text. The instructor will attempt to engage the students in discussion, but will carry chief responsibility from providing the information for discussion.

Days One and Two

These two days will be spent presenting and discussing the defining features of newly industrializing countries, based on the author's introduction to this section of the textbook.

The characteristics of newly industrializing countries are:

  1. emerging political stability
  2. democratization
  3. an effective bureaucracy
  4. rapid economic growth and industrialization
  5. new levels of foreign investment
  6. social development
  7. new regional and global influence

Each of these characteristics will be described briefly.

The history of NICs includes the colonial era, the period of nationalism and independence, and developing an identity. This general common history will be surveyed.

NICs today are said to share the following additional characteristics:

  1. political legitimacy
  2. manufacturing and export-led economic growth
  3. trade liberalization and foreign investment
  4. the development of infrastructure
  5. education and improved health care

The Asian financial crisis and its spread to other NICs, such as Brazil, will be discussed.

Because McCormick does not cover Brazil in his textbook, a suitable reading or set of readings will need to be found. Barry Ames' description and analysis of Brazil in the McGraw-Hill Primis Catalog is under consideration. Whatever reading is chosen, the format used by McCormick will be followed for the treatment of Brazil. This includes a summary of economic, social, and political indicators to be distributed on Day Two.

Days Three and Four

Brazil's political development and political culture will be covered these days.

The early history of Brazil will be sketched beginning with colonization, early development, the transition to empire, imperial rule, the first republic, rule by Getulio Vargas, and concluding with the second republic. The period of military rule and the civilian government established in 1985 will receive more in-depth treatment. Particular attention will be paid to economic development programs and the state of the economy, the restoration of democracy, corruption scandals, and environmental effects.

There will be some discussion of the major racial groups that have shaped the Brazilian people, the Portuguese, the Indians, and the Africans and the concept of racial democracy. Economic inequalities will also be described. And there will be discussion of the major regions of Brazil, the north, the northeast, the central-west, the southeast, and the south. Elements of Brazilian political culture will be covered including clientelism, military intervention in governance, regionalism, and the tendency to seek gradualist solutions to problems.

There is a real likelihood this material will spill over into day five.

Days Five and Six

The course will examine the current Brazilian political system.

The following topics will be discussed:

  1. the 1988 Constitution
  2. the powers and responsibilities of the president
  3. the powers and responsibilities of the Congress
  4. Brazilian federalism
  5. state and local government

Because it takes several decades to establish the actual functioning of a constitutional government, there will be heavy reliance on recent history and the discussion of critical events such as the amendment of the constitution to allow the reelection of the president and the corruption scandal involving President Collor de Mello.

Days Seven and Eight

The course will examine representation and participation these days.

The system of elections will be described. In particular, the congressional election system will be explained showing how large, industrial states are under represented and how the election system contributes to party incoherence. The tendency to elect the president for reasons of image rather than program or party identification will be explored.

Brazil's weak political parties will be described. The instructor will sketch the evolution of the party system from the period of military rule when the authorities attempted to manage electoral politics up through the most recent elections.

Major interests will be described briefly. These include the military, property owners, and trade unions. There will be mention of the treatment of the military since its most recent return to the barracks. There will be brief treatment of NGOs and the church.

Days Nine and Ten

There will be a brief discussion of the processes of policy making in Brazil. There will be an examination of Brazilian economic policies. This includes such policies as the Real Plan and government programs to encourage economic development. The consequences of economic development plans for the environment will be detailed. If time permits there will be discussion of some of the innovative policies effected in Curitiba.

The instructor has found that he sometimes falls behind on earlier days and therefore must cut short the treatment of policies and policy making.

Narrative Description

The course I am modifying is the comparative politics course I teach every other year. At other institutions I have taught European Governments, African politics, Democratic Government, and Developing Nations. Glenville State College has only one comparative politics course in the catalogue, Comparative Government.

I prefer to take an area studies approach to the study of comparative politics. My training chiefly concerned African politics. The faculty I studied with were area specialists. It has always made sense to me to immerse oneself in the history, society, and culture of the countries one is teaching. Regrettably this is difficult when one teaches four or five very different countries representing culturally distinct parts of the world.

I saw this seminar as an opportunity to learn much more about a particular Latin American country than I could ever hope to achieve simply through reading. The seminar directed my reading, gave me an opportunity to experience Brazil first hand, allowed me to visit and explore different cultural regions, introduced me to numerous authorities in Brazil, and permitted me to share these experiences with more than a dozen fellow American academics. Although we had different purposes we did contribute to one another's observations and understanding.

The seminar was remarkably beneficial, not only for the experiences I had and things I learned in country. It also required considerable preparation beforehand and stimulated continuing thought and study since my return. That is not completed, and I am grateful that I was not required to teach my course immediately upon my return. I am still reflecting on and digesting what I saw, heard, read, and learned.

The one month we spent in Brazil was very valuable. The best way for me to demonstrate that value is by describing particular programs and events.

Sao Paulo

The first city we visited was Sao Paulo. We heard from various authorities and traveled to

assorted sites in and around the city

Our visit to poor neighborhoods on the outskirts of Sao Paulo brought home the immensity of the problem of displaced Brazilians. We saw favelas and "irregular construction" where squatters had claimed unused land. We would have expected the government to attempt to remove these people--but apparently the problem of housing is so enormous the government would rather attempt to accommodate the squatters. How the landlords were compensated for their lost real estate was never made clear.

Such neighborhoods also underlined a problem we would hear more about, the problem of water quality. These people have limited access to sanitary water. And, at least initially, their waste simply washes downhill, ending up in whatever bodies of water are nearby. This further complicates problems of clean water and public health. And the contrast of rich and poor is brought home when one returns to one's hotel to shower with a torrent of gushing water.

In Sao Paulo some of us visited the folk culture museum which illustrated the regional varieties of Brazilian culture. And later we walked through a Japanese Sunday market, demonstrating yet another cultural component. Part of this trip was by subway. In the subway a map documented the number of new subway stops completed in 1998. Our guide's smiling comment, "Of course, it's an election year."

Then he explained the system of mandatory voting and showed us his election card which proves that he has done his duty. This, he said, might need be shone to get a job or to travel out of the country.

Recife

The next city we visited was Recife, an old seaport and political center where several rivers reach the Atlantic.

Recife is the capital of the state of Pernambuco, one of the impoverished northeastern states. Perhaps the most powerful sign of northeastern poverty were the "motels" which several people told us were "love hotels."

We rode on highways where traffic speed was controlled by the regular placement of speed bumps. Whether the state was too poor to have traffic police, or whether the police were occupied with other, more serious criminal activity, was not clear. Are state troopers a sign of affluence, of a state with wealth to waste enforcing speeding laws?

We heard from several young men representing different NGOs. Their comments were politically correct and full of social theorizing, but led one to wonder if they had any genuine impact on politics. These NGOs appeared to be financed by external sources, in part if not in whole, so that young entrepreneurial scholars can make a living as advocates of various internationally approved public interests. In Sao Paulo we had talked with representatives of SOS Mata Atlantica, an impressive, autonomous NGO. These Recife NGOs were very poor cousins to that politically savvy organization.

We also heard from several extremely competent civil servants who impressed us with the vision and science implicit in their projects. Also, they seemed to understand the political realities of the system in which they operated.

Manaus

Our third city was Manaus, the major city in the heart of the Amazon rainforest.

We visited a research center, concerned with understanding and preserving the rain forest, there meeting more skilled researchers, both Brazilian and American. And we visited the agency responsible for rain forest management, which seemed more concerned with exploiting the forest than protecting it. This visit brought home the conflict between pro-growth developmental perspectives and environmental perspectives. Perhaps there is a dialectical synthesis one can find in the concept of sustainable development--we did not see it in these agencies.

We visited a military base where we learned about a satellite system for surveillance of the rain forest which is currently under development. This exposed the irony of inadequate personnel for enforcement of laws in the rain forest. Brazil will be able to detect various sorts of illegal activity, whether drug related, gold mining, smuggling, deforestation, or whatever, but probably will not be able to apprehend the culprits. High tech surveillance, low tech enforcement. Is the satellite system more about defense and maintaining territorial boundaries than about rain forest management?

One other marked aspect of this city was that most of the population appeared to be of mixed European and Indian ancestry. One striking sign of the cultural diversity of Brazil appeared in a concert at the Opera House some of us attended. The segment before intermission was a performance by the state symphony. Most of the performers appeared white and European. After intermission we heard from the state choral society. The performers were dark

skinned--much of the music was popular. And while it came from several societies, gospel music from the U.S. was well represented.

Brasilia

Brasilia was the fourth city on our tour.

I had not looked forward to it, fearing that any city that was so relentlessly and thoroughly planned could not support genuine human society and life. The site is remote and arid, and it is clearly planned for automobiles more than for people, but the people living there have had some success humanizing the city.

This is the most vivid memory I have of Brasilia, the struggle between man and environment, perhaps epitomizing some essential Brazilian qualities. Modern architecture that already seems dated and inadequate to the potential grandeur of today's industrial Brazil imposed on a hostile environment. Social engineering--pride and will against nature.

We had been impressed by various public bureaucrats previously, but the presentation we received in Brasilia at the environmental ministry was arguably the best. It gave us an opportunity to hear from scholars and a representative of business interests as well as civil servants. We got some sense of the complexity of the law making process. Environmental protection may be mandated in the constitution, but so are many other things. It is a long way from legislation to enforcement.

Curitiba

Our fifth major city was Curitiba, which calls itself the "environmental city."

This city has many innovative public policies, such as urban planning and mass transit, that enable it to have environmentally responsible policies. This brought home the genuinely federal quality of Brazilian government, that this city and state could have policies that were so much more progressive than anything we saw elsewhere. A major city that has no subways (although it is considering building one). It gets by with an extensive, well used bus system. The system incorporates various innovations, both large and small, that make it efficient, effective and moderately priced. And the system of urban planning is designed for compatibility with the transit system.

We also saw a program for low income people to trade recycling for food--and the recycling center where the refuse was taken. And we saw an environmental testing system where school children test the rivers and streams around Curitiba for their chemical and organic characteristics. The needed testing is completed without committing agency personnel to do it while socializing and educating the students.

And there was a system of public parks committed to recognizing the various ethnic groups that have settled in Curitiba. While the city provides the sites, the ethnic groups themselves are responsible for maintaining their structures. An interesting experiment in multiculturalism.

Rio de Janeiro

Rio was our last big city. It had the interesting atmosphere and remarkable topography that would attract the tourists that might find the other cities we visited drab.

We did learn about several impressive, large scale environmental projects, demonstrating the capacity of the leading Brazilian cities and states to plan and carry out modern, advanced programs. We also visited a somewhat Bohemian neighborhood that has been the site of an urban renewal project as the city has sought to reclaim the area from drug dealers and vagrants.

We read about but did not visit Rio's famous favelas.

While one felt some insecurity on the street, as had been true in other Brazilian cities, one was also aware of being in the presence of wealth. It might be locked away and sheltered in grand hotels or exclusive neighborhoods, but it was there.

Concluding Remarks

Before I went on this trip I did considerable reading, as much as my busy schedule would permit, in preparation for the trip. I collected articles about Brazilian politics, most of which I took on the trip rather than reading ahead of time. And I worked on Portuguese a little. Too, I attended a class taught by Gamaliel Perruci about modern Brazilian political leadership.

These preparations gave me some awareness of the immensity and complexity of Brazil. I cannot claim to have understood Brazil in advance, but I had a greater awareness of what I was tackling.

The trip was of great value. I have described above some of the experiences we had on our travels. While in Brazil I took extensive notes and also wrote in my journal regularly. I have not yet systematically consulted these resources but will do so before teaching my course.

The value of the trip was more in the things we learned indirectly than the things we learned directly. It was more in acquiring a sense of the gestalt of Brazil than in specific lessons or topics. Partly this is because politics was not the primary topic of most of our sessions. Much that I learned about Brazilian politics and government I learned tangentially.

Some people did speak to us directly about politics. The NGO representatives in Recife did this--but I doubted that they were effective or important political actors. I have students who are eager to explain American politics to me--which often seems to have been gleaned from talk radio or a militia recruiting program. Interesting theory but unpersuasive.

We also heard from an excellent government spokesman in the Foreign Ministry in Brasilia. The problem there was that he gave us the official line. His English was excellent, his explanations were convincing, and he knew about a wide range of topics. Still it was a government line, putting Brazil and the Cardoso administration in the best light.

So I learned from the remarks of this government administrator, or that local guide, or the journalist in the other city. The result is an assortment of observations, but no general understanding yet.

My job is to pull together these notes and journal entries, the numerous handouts we brought back, the various sources I have found, into a sensible whole. I will teach this class during Fall 1999. For this project I have put together an outline of the course. Next summer I will fill out the plan for this segment of the course.

I took about 150 slides and 50 print photos in Brazil. Some were for a talk I gave on my home campus three weeks ago as part of our annual multicultural fair. Some I will use in class, which is a new departure for me. I use overheads a lot but have not had my own slides for use in class.

Will this experience affect my teaching in other ways? At this point I cannot see that it will. We needed interpreters for most of the sessions. That has no application in my teaching but it does mean that we lost a sense of the effectiveness of most of the individual presenters.

We did have a very effective presenter at the Fullbright Center in Brasilia. What made him good was that he knew about Brazilian society and politics through a combination of participation in politics, scholarly study, and reflection. He combined wide ranging knowledge with a balanced perspective. This was inspiring but says more that to be a good teacher one must first live one's life well and thoughtfully. The teaching will follow.

For me this month long trip was a wonderful experience. It was much more than visiting Brazil as a tourist. I suppose I have talked to more people of substantial importance and seen more important sites in the U.S., in my life, than I did in my month in Brazil. What we saw and heard in that month was incredible. My current challenge is to recover, analyze, and organize those experiences.

Mike Smith Office: 237LBH

Fall 1997 Phone: 462-7361 x 179

E-mail: smith@glenville.wvnet.edu

COMPARATIVE GOVERNMENT SYLLABUS

The purpose of this course is to survey the politics, governments, and policies of five countries from around the world. The countries we will study are Britain, Russia, China, Mexico, and Egypt. They represent four types of countries (according to the author) and four cultural regions (European, Asian, Latin American, and Islamic).

While the countries will be studied individually, we will seek to develop comparisons among them and with the United States. We understand ourselves better to the extent we observe and understand others. And we understand others better by making comparisons.

Course Objectives

We will work on expanding your knowledge of the politics, governments, and policies of various countries and developing useful skills.

You will be asked to describe and explain:

For each country we study, you will be asked to describe and explain:

You will be given the opportunity to work on skills such as:

Grading

Your final grade will be based primarily on your performance on examinations and your paper grade. Attendance will be graded. Students who make a substantial contribution to class (in the instructor's opinion) will receive extra credit points.


Points can be earned for class activities as follows:

Your final grade will be based on the points you have earned as a percentage of points possible. Grades are determined on a 90-80-70-60 scale. Final grades may be adjusted upward for substantial contribution to class or downward for disruptive conduct.

Exams

Each unit exam will cover material presented in class or in the textbooks since the previous exam. Exams will consist primarily of short answer, identification (definition), paragraph, and essay questions. The final exam is partially comprehensive. The comprehensive sections will concern important facts, concepts, principles, explanations, and terms studied in earlier units, especially as they apply to the comparison of countries.

Students should take exams when scheduled. If a student must be absent at the time of the exam a make-up may be given (at the instructor's discretion). The instructor will judge the merit of the student's excuse. If you know ahead of time that you must miss an exam, inform the instructor before the exam is given.

The worst unit exam will count only half in determining the final grade (i.e., 50 points instead of 100 points.)

Papers

Each student will write a research paper about one foreign country. The research paper should focus on one aspect of the politics, government, or policies of the country. Research papers about countries studied in class will be expected to be more focused and more specialized than papers about countries not being studied.

Papers should be at least 2,000 words in length. They should have appropriate margins, citations, and bibliography. They will be graded for organization, thoroughness of research, analysis, completeness of information, coherence, grammar, punctuation and usage. Papers will be graded down for lateness. Papers that have been plagiarized or written by someone other than the student submitting the paper will be failed and the final grade will be lowered one letter grade. Students are expected to compile research files and to submit them with their papers.

Papers are due in class on Wednesday, December 3.

Oral Reports

Each student will present an oral report on her/his research topic. The purpose of the oral report is to supplement what we are learning in class. Oral reports should be five to seven minutes long. They should utilize the concepts we are learning. Presenters should be prepared to answer questions.

Attendance

Students should attend class regularly. Students who miss class perform less well on exams than they would if they had been present. And they have less to contribute to class when they are present.

Each student begins the semester with 75 attendance points. For each hour of unexcused absence, a student loses 5 points.

If you believe you have a valid excuse for missing class, please give it to me in writing. I cannot be responsible for remembering oral excuses.

Learning Difficulties and Disabilities

If there is any student in this class who has need for test taking or note taking accommodation, please feel free to come and discuss this with me.

If you have a disability which may require my consideration, you should inform me in writing. Please include suggestions for assistance in participating in and completing class assignments. Please let me know before the end of the second week of class. Of course, if something comes up later, let me know as soon as possible.

Textbook

McCormick, John. 1995. Comparative Politics in Transition. Belmont: Wadsworth.

Schedule of Topics and Examinations

I. Unit One - Introduction, The United Kingdom

EXAM 1 - Friday, September 12 or Monday, September 15

II. Unit Two - Russia

EXAM 2 - Friday, October 3

III. Unit Three - China

EXAM 3 - Friday, October 24

IV. Unit Four - Mexico

Oral presentations will be given during this unit.

EXAM 4 - Monday, November 17

IV. Unit Five - Egypt

THANKSGIVING BREAK

Papers are due in class Wednesday, December 3. Turn in your research file with your paper.

COMPREHENSIVE FINAL EXAM

Wednesday, Dec. 17 - 10:10-12:10

Office Hours
Monday 11:00-12:00 2:30-4:00
Tuesday 8:00-9:00
Wednesday 9:00-10:00 11:00-12:00
Thursday 1:30-4:00
Friday 9:00-10:00 11:00-12:00
Mike Smith Glenville State College
Fall 1999 Office: 237LBH
E-mail: smith@glenville.wvnet.edu Phone: 462-7361 x 179

COMPARATIVE GOVERNMENT SYLLABUS

The purpose of this course is to survey the politics, governments, and policies of four countries from around the world. The countries we will study are Britain, Brazil, Russia, and Egypt. They represent four types of countries (according to the author) and three cultural regions (European, Latin American, and Islamic).

While the countries will be studied individually, we will seek to develop comparisons among them and with the United States. We understand ourselves better to the extent we observe and understand others. And we understand others better by making comparisons.

Course Objectives

We will work on expanding your knowledge of the politics, governments, and policies of various countries and developing useful skills.

You will be asked to describe and explain:

For each country we study, you will be asked to describe and explain:

You will be given the opportunity to work on skills such as:

Grading

Your final grade will be based primarily on your performance on examinations and your paper grade. Attendance will be graded. Students who make a substantial contribution to class (in the instructor's opinion) will receive extra credit points.

Points can be earned for class activities as follows:

Your final grade will be based on the points you have earned as a percentage of points possible. Grades are determined on a 90-80-70-60 scale. Final grades may be adjusted upward for substantial contribution to class or downward for disruptive conduct.

Exams

Each unit exam will cover material presented in class or in the textbooks since the previous exam. Exams will consist primarily of short answer, identification (definition), paragraph, and essay questions. The final exam is partially comprehensive. The comprehensive sections will concern important facts, concepts, principles, explanations, and terms studied in earlier units, especially as they apply to the comparison of countries.

Students should take exams when scheduled. If a student must be absent at the time of the exam a make-up may be given (at the instructor's discretion). The instructor will judge the merit of the student's excuse. If you know ahead of time that you must miss an exam, inform the instructor before the exam is given.

Papers

Each student will write a research paper about one foreign country. The research paper should focus on one aspect of the politics, government, or policies of the country. Research papers about countries studied in class will be expected to be more focused and more specialized than papers about countries not being studied.

Papers should be at least 2,000 words in length. They should have appropriate margins, citations, and bibliography. They will be graded for organization, thoroughness of research, analysis, completeness of information, coherence, grammar, punctuation and usage. Papers will be graded down for lateness. Papers that have been plagiarized or written by someone other than the student submitting the paper will be failed and the final grade will be lowered one letter grade. Students are expected to compile research files and to submit them with their papers.

Papers are due in class on (unspecified).

Oral Reports

Each student will present an oral report on her/his research topic. The purpose of the oral report is to supplement what we are learning in class. Oral reports should be five to seven minutes long. They should utilize the concepts we are learning. Presenters should be prepared to answer questions.

Attendance

Students should attend class regularly. Students who miss class perform less well on exams than they would if they had been present. And they have less to contribute to class when they are present.

If a student has more than six hours of unexcused absences during the semester, that student's final grade in the course will be lowered one letter grade. If a student believes s/he has a legitimate reason for an absence, s/he should submit a written excuse. The instructor regards illness, funerals, sick dependents, bad weather that makes roads dangerous and family emergencies to be excusable. The instructor does not regard broken alarm clocks, oversleeping, hangovers, conflicts with regularly scheduled work or the need to study for an exam in another class to be excusable.

Any student who misses an exam without an acceptable excuse will receive an "F" for that exam.

Students in class should conduct themselves with decorum. Students who disrupt class may be asked to leave and may have their grade reduced.

Learning Difficulties and Disabilities

It is the policy of Glenville State College to provide reasonable accommodations for qualified individuals with documented disabilities. This college will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations as regards to affording equal educational opportunity. It is the student's responsibility to contact the Office of Student Disability Services/Career Services (Heflin Center, Room 204) and to provide documentation of a disability. The Coordinator of Student Disability Services will assist students and faculty in arranging appropriate accommodations. This is in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

Any student with learning difficulties should go to the office listed above.

Textbook

McCormick, John. 1998. Comparative Politics in Transition. Second Edition. Fort Worth: Harcourt Brace.

Supplemental Readings to be determined.

Schedule of Topics and Examinations

I. Unit One - Introduction, The United Kingdom

EXAM 1

II. Unit Two - Brazil

Days One and Two: Newly Industrializing Countries: Definition, Characteristics, History,

Current Issues, Social Indicators for Brazil

Days Three and Four: Current and Recent Brazilian History, Social Cleavages, Economic Inequalities, Regions, Political Culture

Days Five and Six: Political Institutions: the 1988 Constitution, the President, Congress,

Federalism, State and Local Government

Days Seven and Eight: Elections, Political Parties, the Effect of the Election System on the Parties, Major Interests

Days Nine and Ten: Policy Making, Economic Policies, Environmental Impacts, State and Local Innovation

EXAM 2

III. Unit Three - Russia

EXAM 3

IV. Unit Four - Egypt

Oral presentations will be given during this unit.

COMPREHENSIVE FINAL EXAM

Office Hours

(TBA)

Comparative Government

Some Useful Web Sites

In doing research please be aware that many persons or organizations that report on politics and governments have points of view that range from extremely favorable to hostile. You need to develop an awareness of bias and a sense whether a given source is or is not reliable.

Political Science Sites

http://www.wcsu.ctstateu.edu/socialsci/area.html

http://www.psr.keele.ac.uk/

http://pslab11.polsci.wvu.edu/polycy/

http://www.agora.stm.it/elections/election.htm

http://web.jet.es/ziaorarr/

Government Sites

State department: http://www.state.gov/www/background_notes/

http://dosfan.lib.uic.edu/

CIA: http://www.odci.gov/cia/publications/pubs.html

Library of Congress Country Studies: http://lcweb2.loc.gov/frd/cs/cshome.html

Brazil Sites

http://www.yahoo.com/Regional/Countries/Brazil/Government/

http://www.brasil.gov.br/inicio.htm

http://www.ibge.gov.br/english/e-home.htm

A Useful Library Site

http://www-personal.si.umich.edu/~rlwls/andsouth.html

Newspapers

The New York Times: http://www.nytimes.com/

The Washington Post: http://www.washingtonpost.com/

The Christian Science Monitor: http://www.csmonitor.com/

The Miami Herald: http://www.herald.com/


If you find any particularly useful Web sites please let the class and me know about them.

 

Bibliography

Addis, Caren. 1997. "A Clash of Paradigms: Recent Interpretations of Brazilian Development." Latin American Research Review. 32:123+.

Ames, Barry. 1995. "Electoral Rules, Constituency Pressures, and Pork Barrel: Bases of Voting in the Brazilian Congress." Journal Of Politics. 57:324+.

Ames, Barry, and Margaret E. Keck. 1997-1998. "The Politics of Sustainable Development: Environmental Policy Making in Four Brazilian States." Journal of Interamerican Studies and World Affairs. 39:31+.

Cabral, John T., and Alexandrina Sob de Moura. 1996. "City Management, Local Power, and Social Practice." Latin American Perspectives. 91:54+.

Cardoso, Fernando Henrique. 1996. "In Praise of the Art of Politics." Journal of Democracy. 7:7+.

de Castro, Marcus Faro. 1997. "The Courts, Law, and Democracy in Brazil." International Social Science Journal. 49:241+.

de Souza, Carlos Frederico Mares, Jr. 1994. "On Brazil and Its Indians." in Donna Lee Van Cott, ed. Indigenous Peoples and Democracy in Latin America. New York: St. Martins.

Flynn, Peter. 1996. "Brazil: The Politics of the 'Plano Real.'" Third World Quarterly. 17:401+.

Gorender, Jacob. 1998. "The Reestablishment of Bourgeios Hegemony: The Workers' Party and the 1994 Elections." Latin American Perspectives. 25:11+.

Hagopian, Frances. 1990. "Brazil." in David W. Dent, ed. Handbook of Political Science Research on Latin America; Trends from the 1960s to the 1990s. New York: Greenwood.

Pp. 229-263.

Mainwaring, Scott. 1995. "Brazil: Weak Parties, Feckless Democracy." in Scott Mainwaring and Timothy R. Scully, eds. Building Democratic Institutions; Party Systems in Latin America. Stanford: Stanford University Press. Pp. 354-398.

Martins, Jose de Souza. 1996. "Clientelism and Corruption in Contemporary Brazil." in Walter Little and Eduardo Posada-Carbo, eds. Political Corruption in Europe and Latin America. New York: St. Martins. Pp. 195-218.

Marx, Anthony W. 1998. Making Race and Nation; A Comparison of South Africa, the United States, and Brazil. Cambridge: Cambridge University Press.

McCormick, John. 1998. Comparative Politics in Transition. Second Edition. Fort Worth: Harcourt Brace.

Meneguelo, Rachel. 1995. "Electoral Behaviour in Brazil: The 1994 Presidential Election." International Social Science Journal. 47:627+.

Munck, Gerardo L., and Carol Skalnick Leff. 1997. "Modes of Transition and Democratization." Comparative Politics. 29:343+.

Schneider, Ben Ross. 1996. "Brazil Under Collor; Anatomy of a Crisis." in Roderic Ai Camp, ed. Democracy in Latin America; Patterns and Cycles. Wilmington: Scholarly Resources.

Pp. 225-248.

Schneider, Ben Ross. 1997-1998. "Organized Business Politics in Democratic Brazil." Journal of Interamerican Studies and World Affairs. 39:95+.

Schneider, Ronald M. 1996. Brazil: Culture and Politics in a New Industrial Powerhouse. Boulder: Westview.

Silva, Denise Ferreira Da. 1998. "Facts of Blackness: Brazil Is not (Quite) the United States . . . and Racial Politics in Brazil?" Social Identities. 4:201+.

Tendler, Judith. 1997. Good Government in the Tropics. Baltimore: Johns Hopkins University Press.

Weyland, Kurt. 1996. "Obstacles to Social Reform in Brazil's New Democracy." Comparative Politics. 29:1+.

Weyland, Kurt. 1997-1998. "The Brazilian State in the New Democracy." Journal of Interamerican Studies and World Affairs. 39:63+.

Filmography

Bahia: Africa in the Americas . 1988. University of California-Berkeley Extension Media Center. 58min.

Brazil : Heart of South America . 1988. International Video Network. 55 min.

Defying Death in Brazil: The Story of Father Ricardo Rezende . 1993. Filmakers Library.

17 min.

Emerging Powers: Brazil . 1996. New Video Group/ Wall Street Journal Video. 57 min.

The Forbidden Land . 1990. International Cinema, Inc. 58 min.