Modern History 328M/ LAS 366 T/TH 2:00-3:30 Spring 2021

Instructor: Seth Garfield Office: Garrison 2.110 e-mail: [email protected] Office Hours: On-line by appointment

Course Summary

Brazil, the largest nation and economy in Latin America, is a country marked by geographic diversity, social inequality, and cultural complexity. This course examines modern Brazilian history with a focus on political movements and socioeconomic change. It looks at the relationship of various social actors in Brazil--elites, enslaved and Indigenous peoples, church and military officials, intellectuals and artists –to the process of nation-building since Independence. Through a variety of texts (historic, ethnographic, literary, sociological) and audiovisual material (documentaries, video clips, musical selections), the course explores key issues in modern Brazilian history: the transition to Independence; slavery and emancipation; export agriculture and oligarchic rule; immigration and folk Catholicism; urbanization, industrialization and marginality; regional disparities and rural poverty; race and inequality; frontier expansion, colonization and Indigenous policy; popular culture and music; U.S.-Brazilian relations; military and repression; the rise and fall of the Workers’ Party; and the rise of the far-right in contemporary politics.

Course Objectives Aside from obtaining a greater familiarity with the , students will hone their analytical, conceptual, and writing skills. The course seeks to nurture a sense of community where ideas can be exchanged and debated through in- class and small group discussions, response papers, group activities, and on-line chats.

Flags: Global Cultures This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States.

Requirements:

Exams (50%)

One Take-Home Exam of 3-5 pages, double-spaced (20%), and one Take-Home Final Exam of 4-6 pages, double-spaced (30%). Exams will consist of essay questions. There will be a short review session prior to each exam. Students are expected to incorporate evidence form lectures and from assigned course readings to substantiate their arguments. The rubric used to grade the assignment will assess analysis, substantiation with textual material, and organization of argument.

Canvas Reading Responses (30%) The questions in the syllabus guide students to focus on key issues raised in the readings and lectures. Students must post responses on Canvas to 10 questions from 10 different units on the syllabus over the course of the semester. Students need not answer more than one question per assignment; if they do, they should indicate in their post with an asterisk (*) which response they wish to be formally graded. The responses to the questions should be 1-2 paragraphs in length and must be posted before 10AM the day of the class meeting to receive credit. Assignments should take the form of formal short essays and must incorporate evidence from the reading(s) to substantiate the argument. Citations are required, but can be given by merely the author’s last name and page number (ex. Skidmore, p. 32). If students post more than 10 responses, the lowest grades will be dropped at the end of the semester.

In addition, students must devote another short paragraph in their Canvas response to an intellectual or personal reflection on the readings. Was there something in the reading that you found confusing, disturbing, or inspiring? Did something you read give insight into contemporary issues in Brazil, the United States, or elsewhere? Was there something in the readings that resonated with your own personal experiences? Why? (This portion of the assignment will not be graded, but failure to complete will result in a reduction of the overall grade.)

In sum: each of the 10 Canvas submissions should be between 2-3 paragraphs in length and follow the aforementioned guidelines regarding the use of evidence and citation.

Composite Individual-Group Projects (10%) In addition to the 10 Canvas responses, there are two assignments that all students are required to complete (Feb. 23-25 and April 20-23). Students’ grades will be based on individual completion of an essay (standard submission) followed up by a small group project that builds upon collective initiative.

Preparation and Engagement (10%) Active participation in class is vital for student learning. To enhance the learning experience, students are expected to keep their videos on during Zoom; if students anticipate or encounter difficulties with this request, they should inform the professor to discuss accommodations. Students are allowed two unexcused absences; any student with six or more unexcused absences will receive a “0” for their “preparation and engagement” grade.

Extra Credit Students will have the opportunity to earn up to four points of extra credit (points are applicable to the take-home exam). To earn extra credit, students must research a notable figure in Brazil, placing his/her/their life in the context of the course readings and lectures. Students interested in doing an extra credit project must meet with the professor to select a topic and due date. Students will present their findings (5 minutes) at the beginning of class and submit their work as well in writing in the form of a two-page paper.

Grades The grading scale will be: A 93-100; A-90-92; B+ 87-89; B 83-86; B-80-82; C+ 77-79; C 73-76; C-70-72; D+ 67-69; D 63-66; D-60-62; F 59 or lower. Late Submission Policy: Any assignment turned in late will be penalized by reduction of half a letter grade (i.e. one number) for each day they are late.

University Policies Academic Integrity Any individual who is found to have plagiarized a paper will receive a “0” for that assignment. Moreover, their case will be sent through the appropriate institutional channels for academic discipline, per university policy. Plagiarism entails many forms: copying or paraphrasing someone else’s work, using someone else’s work without proper citation, buying a paper and submitting it as your own, copying and pasting text from the internet (even with changes), are all examples. Since students may be held accountable for accidental infractions, they are encouraged to consult the relevant website of the UT Department of History for detailed information on issues of plagiarism and standards of academic integrity: https://liberalarts.utexas.edu/history/about/academic-integrity.php. Another informative website can be found here: https://www.bowdoin.edu/dean-of- students/judicial-board/academic-honesty-and-plagiarism/common-types-of- plagiarism.html General information on academic integrity at UT can be found at the website of the Office of the Dean of Students. www.utexas.edu/depts/dos/sjs. If students are still in doubt about the standards for textual usage and citation, contact the instructor prior to the submission of the assignment.

Services for Students with Disabilities This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment and activities difficult, if you have medical information that you need to share with me, or if you need specific arrangements in case the building needs to be evacuated, please let me know. I will maintain the confidentiality of these discussions. If appropriate, also contact Services for Students with Disabilities, 512-471-6259 (voice) or 1-866-329- 3986 (video phone). http://ddce.utexas.edu/disability/about/

Religious Observances A student who is absent from a class or examination for the observance of a religious holiday may complete the work missed within a reasonable time after the absence, provided the student has notified the instructor in writing of the dates they will be absent. Notification must be made two weeks prior to the absence or on the first class day if the absence will occur during the first two weeks of class. A student who fails to complete missed work within the time allowed will be subject to the normal academic penalties.

The Sanger Learning Center Did you know that more than one-third of UT undergraduate students use the Sanger Learning Center each year to improve their academic performance? All students are welcome to take advantage of Sanger Center’s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc or call 512- 471-3614 (JES A332).

Undergraduate Writing Center: http://uwc.utexas.edu/ Libraries: http://www.lib.utexas.edu/ ITS: http://www.utexas.edu/its/

Counseling and Mental Health Center and Safety Information

If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. http://www.cmhc.utexas.edu/individualcounseling.html If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050.

Covid-19 The pandemic has presented members of the university community with numerous challenges. Changes to this course schedule may occur over the course of the semester at the instructor’s discretion to accommodate unforeseen circumstances. In the meantime, we should be patient with ourselves and each other as we embrace the opportunity to learn in new ways. Students should feel free to communicate to the instructor their expectations and concerns.

Emergency Evacuation The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside.

• Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. • Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. • In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. • Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency

Title IX Regulations and Reporting Under Title IX of the Education Amendments of 1972, violence and harassment based on sex and gender are Civil Rights offenses. Under Senate Bill 212 (SB 212), professors and TAs are required to report for further investigation any information they have obtained concerning incidents of sexual harassment, sexual assault, dating violence, and stalking committed by or against a UT student or employee. Federal law and university policy also requires reporting incidents of sex-and gender-based discrimination and sexual misconduct (collectively known as Title IX incidents). This means we cannot keep confidential information about any such incidents that you share with us. If you need to talk with someone who can maintain confidentiality, please contact University Health Services (512-471-4955 or 512-475-6877) or the UT Counseling and Mental Health Center (512-471-3515 or 512-471-2255).We strongly urge you make use of these services for any needed support and that you report any Title IX incidents to the University’s Title IX Office.

Copyright and Privacy This syllabus and all course materials are copyrighted by Dr. Seth Garfield. No materials may be directly or indirectly published, posted to the internet, or rewritten for publication or distribution in any medium. Neither these materials nor any portion thereof may be stored in a computer except for personal and non- commercial use. Class recordings are reserved only for students in this course for educational purposes and are protected under the Family Educational Right and Privacy Act (FERPA). The recordings are not be shared outside the class in any form. Violation of this restriction could lead to Student Misconduct proceedings.

Readings: Course Readings have been uploaded to Canvas. They are listed according to the subject heading in the syllabus. The websites of on-line readings are included in the syllabus and should be accessed through the link.

Schedule

Jan. 19 Introduction: Imagining Brazil Discovering Brazil: Letter of Pero Vaz de Caminha (1500) https://jasoncdyck.files.wordpress.com/2014/09/vaz-de-caminha-pero-the-first- letter-from-brazil.pdf

Jan. 21 Colonial Background (1500-1822) Thomas Skidmore, Brazil: Five Centuries of Change, pp. 1-27

Canvas Response (CR) - Due by 10am Q1. What were some of the key institutions in colonial Brazil and their functions? Q2. According to Skidmore, how were Indigenous and Black populations incorporated into colonial Brazilian society?

Jan. 26 Father Antonio Vieira’s Sermons https://faculty.chass.ncsu.edu/slatta/hi216/documents/slavery/mistreatment.htm In-Class Exercise: Writing and Analysis

Jan. 28 Independence (1822) Emilia Viotti da Costa, The Brazilian Empire, pp. 1-23. Kirsten Schultz, Tropical Versailles: Empire, Monarchy, and the Portuguese Royal Court in Rio de Janeiro, 1808-1821, pp. 101-31 Q1: Which factors contributed to the movement for Independence in Brazil? Q2: What was the impact of the arrival of the Portuguese Court on Brazil and the inhabitants of Rio de Janeiro?

Feb. 2 Empire (1822-1889) Da Costa, The Brazilian Empire, pp. 53-77 José Bonifacio de Andrada e Silva, “On Slavery,” in The Brazil Reader, pp. 173- 75 Q1: What were the promises and limitations of liberalism under the Brazilian Empire?

Feb. 4 Slavery and Race in the Nineteenth Century Da Costa, The Brazilian Empire, pp. 125-71 João José Reis, “The Malê Revolt” in The Brazil Reader, pp. 184-86

Q1: In what ways did slavery shape Brazilian society in the nineteenth century? Q2: Discuss the experiences of enslaved people in nineteenth-century Brazil. Q3: How did masters seek to ensure their domination of the enslaved? Q4. How did the enslaved resist domination?

Feb. 9. Slavery through Analysis of Primary Sources R. E. Conrad, Children of God’s Fire: A Documentary History of Black Slavery in Brazil, pp. 182-83, 273-81, 397-400 In-class exercise and discussion

Feb. 11 Abolition (1888) and the Fall of the Monarchy (1889) Da Costa, The Brazilian Empire, pp. 202-33 Conrad, Children of God’s Fire, pp. 363-65; 477-81 Q1 Which factors brought about the fall of the monarchy? Q2. Which arguments were advanced by those favoring abolition? Q3. What do we learn about runaway slaves from newspaper ads and how would such resistance contribute to the demise of slavery?

Feb. 16 Legacies of Slavery (Culture and Community) Gustavo Pacheco, “Memory Hanging by a Wire: Stanley J. Stein’s Historical Writings,” in Pedro Meira Monteiro and Michael Stone, Cangoma Calling: Spirits and Rhythms of Freedom in Brazilian Jongo Slavery Songs pp. 36-48 https://www.umassd.edu/media/umassdartmouth/portgrad/Monteiro- Stone.CangomaCalling.OneFileBook.margin0.8in.1.7mb.pdf

Quilombos and their Descendants: The Struggle for Inclusion https://www.theguardian.com/world/2019/sep/20/history-of-free-african- strongholds-fires-brazilian-resistance-to-bolsonaro

Sound recordings: http://www.laabst.net/laabst3/sound_files_laabst3.htm

In-class. Bahia: Brazil’s African Connection https://intheamericas.org/works/208-bahia-brazils-african-connection/

Feb. 18 The Republic (1889-1930): Export Booms, Immigration and Urbanization in the Late Nineteenth and Early Twentieth Centuries

Lilia M. Schwarcz and Heloisa M. Starling, Brazil: A Biography, pp. 355-67. Jeffrey Lesser, Immigration, Ethnicity, and National Identity in Brazil, 1808 to the Present, 60-88 E. Bradford Burns, “Manaus, 1910: Portrait of a Boom Town,” Journal of Inter- American Studies 7, 3 (July 1965): 400-21 https://www-jstor- org.ezproxy.lib.utexas.edu/stable/pdf/164992.pdf?refreqid=excelsior%3Aee700b af65a2b113f01d80a32ae3cc9e

Q1. Why did immigrants come to Brazil during the late nineteenth- and early twentieth centuries, and which challenges did thy face? Q2. How was Brazil transformed by immigration and industrialization during this period? Q3. What were the effects of the rubber boom on Amazonian society?

Feb. 23 Lives on the Edge: Race, Class, Violence, and State Power

E. D. Cunha and G. Sherriff,.,”Backlands: The Canudos Campaign” in T. Riggs (ed.), The literature of war. http://ezproxy.lib.utexas.edu/login?url=https://search.credoreference.com/content /entry/galelow/backlands_the_canudos_campaign/0?institutionId=4864

Edward White, “What Insanity is this Dr. Euclides?” The Paris Review (August 2017) https://www.theparisreview.org/blog/2017/08/04/what-insanity-is-this-dr- euclides/

“The Vaccine Riots and the Difficulty of Modernization in Rio de Janeiro” https://library.brown.edu/create/fivecenturiesofchange/chapters/chapter- 5/modernization-in-rio/

“Candido Rondon: Brazil’s Greatest Explorer” https://qcurtius.com/2016/02/23/candido-rondon-brazils-greatest-explorer/

REQUIRED (Choose One) Q1. Why did Republican forces destroy the community established by Antonio Conselheiro at Canudos? Q2. Why did the population of Rio de Janeiro rise up in revolt against the smallpox vaccination in 1904? Q3 Which policies and roles did Cândido Rondon devise for Indigenous populations in the context of frontier expansion?

In-class: Discussion and Group Assignments Feb. 25 Group Projects: Re-enactment and Script Submission (2 pages) by 3:30PM. Exam Distributed

Mar. 2 Stirrings of Brazilian Nationalism: Literature and the Arts in the 1920s and 1930s

Lilia M. Schwarcz and Heloisa M. Starling, Brazil: A Biography, pp. 378-84 Gilberto Freyre, “Mestizo Pride,” in Chasteen and Woods, eds., Problems in Latin American History, pp. 183-93 Tarsila do Amaral: Inventing Modern Art in Brazil | MoMA LIVE https://www.moma.org/calendar/exhibitions/3871 (38 minutes)

Q. 1 What are some of the depictions of Brazilian “national character” in the works of Gilberto Freyre and Tarsila do Amaral?

Mar. 4 Santos Dumont: Brazilian Aviation Pioneer Felipe Cruz, “The Aviator’s Heart” http://theappendix.net/issues/2014/4/the- aviators-heart)

In-class video: “Wings of Madness: Santos Dumont”

Exam Due by 2pm

Mar. 9 The Vargas Era, Industrialization, and the Corporatist State

Thomas E. Skidmore, Brazil: Five Centuries of Change, pp. 107-19 Robert Levine, Father of the Poor?: Vargas and His Era, pp. 152-59. Joana de Masi Zero, “The Life of a Factory Worker,” in The Brazil Reader, pp. 383-386

Q.1 How did industrialization and government policies during the Vargas era shape the lives of the urban working class in Brazil?

Mar. 11 Popular Culture during the Vargas Era Lisa Shaw, “São Coisas Nossas: Samba and Identity in the Vargas Era (1930- 45),“ Portuguese Studies 14 (1998): 152-69 https://www-jstor- org.ezproxy.lib.utexas.edu/stable/41105089?sid=primo&seq=18#metadata_info_t ab_contents Seth Garfield, “’Genuinely Brazilian: Race, Gender, and the Making of Guaraná Soda,” Dublin Gastronomy Symposium (2018) https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1163&context=dgs

Q1. Why did samba become linked to Brazilian national identity during the Vargas era? Q2. How/why did soft drinks (guaraná) become beverages of mass consumption in Brazil?

Mar. 23 Good Neighbors and the Brazilian-American Wartime Alliance

Thomas E. Skidmore, Brazil: Five Centuries of Change, pp. 119-25 Frank D. McCann, “Brazil and World War II: The Forgotten Ally,” Estudios Interdisciplinarios de América Latina y el Caribe 6, 2 (2015) http://eial.tau.ac.il/index.php/eial/article/view/1193/1221 In-class Film : Bananas Is My Business

Q1. Why was Brazil an important ally for the United States during World War II? Q2. Which policies did the United States pursue to cement the wartime alliance?

Mar. 25 Bananas Is My Business (cont.) In-class Discussion: What was Carmen Miranda’s role and legacy as Brazilian cultural ambassador during the Vargas era? Representations of Latin Americans and Latinx in Hollywood?

Mar. 30 Postwar Development: Promises and Shortfalls Thomas E. Skidmore, Brazil: Five Centuries of Change, pp. 144-49 Danilo Matoso Macedo and Sylvia Ficher “Brasília: Preservation of a Modernist City” https://www.getty.edu/conservation/publications_resources/newsletters/28_1/bra silia.htm Carolina Maria de Jesus, Child of the Dark: The Diary of Carolina Maria de Jesus, pp. 32-45

Q1. Describe the demographic and economic changes that took place in Brazil during the postwar period. Q2. What was the government’s objective in constructing a new capital in Brasília and how has the city evolved over the last six decades? Q3. How did the poorest residents of “favelas,” such as Carolina Maria de Jesus, get by on a daily basis?

Apr. 1 The Goulart Presidency and the Breakdown of (1961-64)

Lilia M. Schwarcz and Heloisa M. Starling, Brazil: A Biography, pp. 499-512. Phyllis Parker, Brazil and the Quiet Intervention, 1964, pp. 5-17; 101-07 Q1. Which factors contributed to political protest and polarization under Goulart? Q2. How did the U.S. facilitate the Brazilian military coup of 1964?

In-class : Brazil: The Troubled Land (1964) https://www.youtube.com/watch?v=o4reXhCCF54&feature=youtu.be

Apr. 6 Military Coup and the National Security State (1964-85) Lilia M. Schwarcz and Heloisa M. Starling, Brazil: A Biography, pp. 513-536 Marcos Penna Sattamini de Arruda, ‘A Letter to Pope Paul VI,” The Brazil Reader, pp. 460-65. “The Kidnapping of the U.S. Ambassador” in The Brazil Reader, pp. 457-59

Recommended: Four Days in September (Academy Award Nominee, 1997) https://www.youtube.com/watch?v=4FRtkEbQ-8U

Q1: How did the Brazilian military government understand “national security”? Q2: What were the origins of armed resistance to military rule? Q3: What role did torture and repression serve in military Brazil and who were its primary targets?

Apr. 8 The Development of the Amazon Susanna Hecht and Alexander Cockburn, The Fate of the Forest, 104-29 Shelton Davis, Victims of the Miracle: Development and the Indians of Brazil, 62- 76

Q1: What were the military’s objectives in the Amazon? Q2: Which factors contributed to deforestation? Q3: What was the impact of frontier development on indigenous peoples?

In- Class: Video in the Village: Indigenous Peoples and Development “Cameras in the Hands of a People without a Voice” https://www.youtube.com/watch?v=q_eU6qhLOXY “Video in the Villages” https://www.youtube.com/watch?v=uM6t-E9pp50

Apr. 13 The Mass Media in Brazil: TV Globo’s Origins and Legacies

Marshal Eakin, Becoming Brazilians: Race and National Identity in Twentieth- Century Brazil, pp. 136-64 Antonio Pastina, Cacilda Rego, and Joseph Straubhaar, “The Centrality of Telenovela in Latin American Everyday Life: Past Tendencies, Current Knowledge and Future Research,” Global Media Journal (Spring 2003): 223-34. http://www.globalmediajournal.com/open-access/the-centrality-of-telenovelas-in- latin-americas-everyday-life-past-tendencies-current-knowledge-and-future- research.pdf

Q1. How has television developed and shaped the formation of Brazilian society? Q2. Describe the historical background and popular appeal of telenovelas in Brazil.

Apr. 15 Resistance to the Military and the Transition to Democracy Skidmore, Brazil: Five Centuries of Change, pp. 184-88 Maria Helena Moreira Alves, State and Opposition in Military Brazil, pp. 153-169.

Q1. What role did the Catholic Church and civil society play in defending human rights in Brazil? Q2. Which factors help to explain the military’s decision to relinquish power?

Apr. 20 Race, Poverty, and Police Violence

Ronald E. Ahnen, “The Politics of Police Violence in Democratic Brazil,” Latin American Politics and Society 49, 1 (Spring 2007): 141-64 Erika Robb Larkins, “Performances of Police Legitimacy in Rio’s Hyper Favela”. Law & Social Inquiry 38, 3 (2013): 553-575 https://www-jstor- org.ezproxy.lib.utexas.edu/stable/pdf/24545734.pdf?refreqid=excelsior%3A066f3 e96bdf3afd51c0ea82efa89ad88

REQUIRED Q1. According to Ahnen and Larkins, what are some of the factors account for police violence against Brazil’s poor and non-white urban population?

In-Class: Documentary: Favela Rising (80 minutes) https://www.youtube.com/watch?v=JU__cwZR6Oo

Apr. 22 Favela Rising (cont.)

In-class Group Discussion and Assignment: How does the documentary resemble and/or differ from the social science scholarship (Larkins and Ahnen) representation of police violence in Brazil’s favelas?

Assignment (1- 2 pp.) due by April 23 at 10:00am

Apr. 27 The Workers’ Party (PT) in Power and in Decline, 2002-2016 Ted Goertzel, “Luiz Inácio Lula da Silva and the Brazilian Workers’ Party (PT)” https://oxfordre.com/latinamericanhistory/view/10.1093/acrefore/9780199366439. 001.0001/acrefore-9780199366439-e-463?rskey=WT7U9D&result=1

Barry Bearak, “Poor Man’s Burden,” New York Times, June 27, 2004 https://www.nytimes.com/2004/06/27/magazine/poor-man-s-burden.html

Fabio Veras Soares, “Brazil’s Bolsa Família: A Review,” Economic and Political Weekly 46, 21 (May 21, 2011): 55-60

Q1. Discuss the history of the Workers’ Party (Partido dos Trabalhadores-PT) Q2: How do we explain Lula’s resounding victory in 2002 and subsequent challenges? Q3. How was the Bolsa Família program organized and what were its effects?

Apr. 29 Affirmative Action Policies in Brazil

Rosana Heringer and Ollie A. Johnson III, “Introduction” in Heringer and Johnson, eds. Race, Politics, and Education in Brazil: Affirmative Action in Higher Education, pp. 1-16. Recommended: France Winddance Twine, Racism in a Racial Democracy, pp. 65-86. Justin Bucciferro, “Racial Inequality in Brazil from Independence to the Present” (2017)

Documentary: Brazil in Black and White https://vimeo.com/54989973 In-class discussion: What are the arguments that the documentary’s subjects advance in favor of affirmative action policies in Brazil? Which arguments do they use to oppose the policy? How do class, racial, and gender subjectivities shape the opinions of the informants? Which arguments to you agree with and which do you reject?

May 4. and the Impeachment of Lilia M. Schwarcz and Heloisa M. Starling, Brazil: A Biography, pp. 587-602 Daniel Gallas, “Dilma Rousseff impeachment: How did it go wrong for her?” BBC News, May 12, 2016 https://www.bbc.com/news/world-latin-america- 36028247

In-class video and discussion https://www.aljazeera.com/programmes/peopleandpower/2018/03/brazil-car-wash- scandal-180307105602756.html https://www.vox.com/videos/2018/10/30/18040200/brazil-car-wash-corruption-scandal- latin-america

May 6. and the Rise of the Far-Right in Brazil Brian Winter, “System Failure: Behind the Rise of Jair Bolsonaro” https://www.americasquarterly.org/content/system-failure-behind-rise-jair- bolsonaro Wendy Hunter and Timothy J. Power, “Bolsonaro and Brazil’s Illiberal Backlash,” Journal of Democracy 30, 1 (January 2019): 68-82 Recommended: The Edge of Democracy (2019) - Q1. How have political commentators explained the election of Jair Bolsonaro?

Final Exam Distributed and Due May 15 by 5pm.