Competences for students to acquire and learning results 1. Analysis from the migratory fact in its historic perspective, presenting cultural transmission and exchanges, acculturation phenomena and miscegenation. 2. Trackle with the analysis of others trough the vision of literary sources, artistic representations and travel stories. 3. Analysis of dialogues, relationships and disagreements from different political, cultural and social sensitivities in national and international spheres. 4. Awareness about the frontiers of identity, the perversion of essentialisms and the naturalness of hybridization in all its dimensions as a basis for adaptation, survival and renewal.

The migratory phenomenon and the relations between different hispanic cultures are analyzed in their historical perspective, with special emphasis on the processes of integration and miscegenation, transmission, appropriation and cultural exchange in Spain and America. The phenomena of domination and integration, the circulation of ideas and cultural models, exchanges and intellectual transfers as well as the creation of plural communities are also addressed. Literary sources, artistic representations, travel stories and audiovisual documentation are used to study the procedures of self-identification in opposition to the other, that is, the cultural construction of the self and the us versus them, as a threat, as an alteration. , as corruption of a supposedly secularly unchanged system, alien to transformation, remodeling, hybridization, as well as the assimilation of foreign traits, dialogue between cultures, hybridization, and the emergence of multicultural communities. 1. Theory of intercultural contact. Problems of nomenclature and taxonomy. 2. The great migration. Debates around the settlement of the planet by Homo Sapiens Sapiens. 3. Migrations, invasions, deportations. The corrupting sea: the Hellenization of the Mediterranean Sea. 4. Herodotus: the construction of the barbarian. The Greeks and otherness. 5. A World Empire: Rome. Multiethnicity, pluriculturality, religious diversity. 6. Towards a single thought: the party is over. The negation of the other and the construction of dogma. 7. The modern and contemporary tradition of migration. 8. Travel as a way of meeting in the modern and contemporary world. 9. The migratory flows towards the American continent. Acculturation, integration and miscegenation. 10. Historical dynamics regarding the encounter and confrontation of cultures 11. Travelers, scholars, researchers. From the romantic image of Spain to the development of Hispanism. 12. Intellectual exchanges: migrations and exiles. Hispanic multicultural communities in the 20th century 13. Theories on interculturality and multiculturalism. Debates on cultural relativism

Formative activities, methodology and tutorial system 1. Magistral conferences, where knowledge that students should acquire would be presented. Basic reference texts, that allow students to better understand and go into detail about contents, are going to be given, and the search for documentation on the topics studied will be requested. 2. Specific documentation that allows students an accurate approximation to the acquired knowledge is going to be used to work in some classes, in order to apply knowledge in a practical way. 3. Discussion groups about specific problems in order to affix on students specific capacities that they should acquire on this course, promoting critical analysis and examination of the information sources. 4. Expositions from results and worked materials, with the goal of favouring learning and competitions acquisition in the domain of public presentation and diffusion. IN CASE OF SPECIAL MEASURES FOR A NEW HEALTH EMERGENCY SCENARIO TEACHING IS FULL TAUGHT IN THE SYNCHRONOUS AND INTERACTIVE ONLINE MODALITY THROUGH BLACKBOARD COLLABORATE THERE ARE NO SPECIAL MEASURES DIFFERENT FROM THOSE CONTEMPLATED IN THE REGULAR REINA PROGRAM