Project submitted to CAPES/DAAD Program- PROBRAL (EDITAL Nº 14/2019)

Title: Producing knowledge about and for Africa in Germany and Brazil
Keywords: African Studies. African academic careers. African and Africanist publications.
Academic exchange and networks. Interviews
Evaluation Area: History
Knowledge area: Contemporary History

a) Presentation of the proposer and the main and associated institutions, as appropriate,
from Brazil and abroad

The project proponent, Dr. Antonio Evaldo Almeida Barros, is assistant professor at
the Department of History at the Federal University of Maranhão (UFMA), where he is
responsible for teaching the disciplines of Ancient African History and Contemporary African
History. He also teaches at the Postgraduate Program in History (PPGHIS/UFMA) and at the
Postgraduate Program in Public Policies (PPGPP/UFMA), guiding students at Master and
PhD levels, and coordinating research, extension and development projects in cooperation
with other universities and research centers.
Antonio Evaldo Barros was educated in Brazil. He holds two undergraduate degrees,
in History from the Federal University of Maranhão (2005), and in Philosophy from the
Institute of Higher Studies of Maranhão (2009). He has an MA and a PhD degree in Ethnic
and African Studies from the Federal University of Bahia (POSAFRO/UFBA). Between
August 2018 and July 2019, he conducted postdoctoral research at the University of Leipzig.
He has been developing research about relationships between culture, education, state and
public policies, especially in articulation with the demands of social movements and Brazilian
governments. He has experience with supervizing Brazilian and African students’ research
projects about Africa or about Africa’s relations with America and Brazil.
The main institution of this project in Brazil is the Federal University of Maranhão
through the Postgraduate Program in Public Policies (PPGPP), recognized by your excellence
with note 6 in the last four evaluations of CAPES, as well as the Postgraduate Program in
History (PPGHIS), note 4 in CAPES. The two postgraduate programs at UFMA have lines of
research dedicated to the training of professionals specialized in African and Afro-Diasporic
subjects and offer Master’s Degree and PhD.
 The Postgraduate Program in Public Policies (PPGPP / UFMA) is an extension of the
Academic Master’s Degree, created in 1993. The program has Master’s Degree and PhD and
it is distinguished by its interdisciplinary character and counts on the following Academic
Departments that support it: Social Service, Economics, Sociology and Anthropology, African
and Afro-Brazilian Studies, Department of History, Law and Librarianship. These
departments have 20 (twenty) permanent staff and 07 (seven) collaborating professors.
Among those professors, 11 (eleven) have postdoctoral internship, 06 (six) have research
productivity fellowship from CNPq and 01 (one) have research productivity fellowship from
FAPEMA. The Postgraduate Program in History (PPGHIS/UFMA) has Master’s Degree and
PhD on History and Atlantic Conections. It has 15 (fifteen) professors, whose majority is
based in the Department of History (UFMA). It has 4 (four) collaborating professors.
The associated institutions in Brazil are Federal University of Bahia (UFBA) and State
University of Campinas (UNICAMP), under the coordinator of Prof. Dr. Livio Sansone and
Prof. Dr. Omar Ribeiro Thomaz, respectively. Livio Sansone is full professor in the
Department of Anthropology and founder of, and professor in, the Postgraduate Program of
Ethnic and African Studies (POSAFRO), at the Center for African and Oriental Studies
(CEAO/UFBA). Livio Sansone has a PhD in Anthropology from the University of
Amsterdam (1992) and he is currently a productivity researcher fellowship (1B/CNPq). Omar
Ribeiro Thomaz is full professor in theDepartment of Anthropology and teaches in the
Postgraduate of Social Antropology and Postgraduate of History (UNICAMP).
The Postgraduate Program of Ethnic and African Studies (POSAFRO) was created in
2005, constituting a pioneer initiative in Brazil in the field of Ethnic and African Studies. The
program has mobilized interdisciplinary resources to re-read the heritage of the humanities in
light of the ethno-racial issue, thus enabling the multiplication of actions for the historical-
cultural senses of Africa and its peoples, of Afro-hyphenated identities and alterities, namely
in their native, Brazilian and Latin traces.
Openness to comparative approaches, theoretical pluralism, and critical
decentralization has also led to the increasing incorporation of research focusing on themes
relating to different cultural communities, particularly indigenous ones. Since its creation,
POSAFRO has been a privileged space for academic debate, teaching and extension actions
on African Studies, in terms of new themes, theoretical approaches and methodological
proposals, placing itself among the most prominent postgraduate programs at national level
for its innovative proposal.
 The Brazilian partnership is established with University of Leipzig through the
Institute of African Studies, whose director is Prof. Dr. Dmitri van den Bersselaar, coordinator
of this proposal on the German side. Dmitri van den Bersselaar is tenured professor in African
History. He holds a PhD (1998) and Master’s Degree (1992) in History from Leiden
University. He teaches on the Bachelor, Master’s Degree and PhD on African Studies a the
University of Leipzig. He has been Director of several MA programs relating to African
Studies, Atlantic History and Slavery. He works on the social, cultural and economic history
of West Africa, specifically Ghana and Nigeria during the colonial period, decolonisation and
the postcolonial period. A general theme in this work is his focus on African responses to –
and involvement in – colonialism, missionary enterprise, and trade with Europe and America.
His interest is in the way in which global developments and ideas are appropriated by
Africans and become meaningful as emblems of local communities and identities. This
includes an interest in knowledge production. This includes traditions of colonial and
missionary knowledge production about Africa; knowledge exchange from the perspective of
African actors; as well as in how African knowledge societies emerged and knowledge
exchange took place (for instance as part of his current project on the careers of African
managers in multinational business). This relates to his broader interest in changing
perceptions of status, culture, ethnicity and identity, as well as work, career and life-cycle,
which is very significant for the aims of this proposal. He is Co-Editor of Work in Global and
Historical Perspective, Co-Editor of History in Africa, the history journal of the African
Studies Association (USA), Founding co-editor of African Sources for African History (Brill
Publishers), and Editor of Sources for African History: companion series to African Sources
for African History, which was founded in 1999.
Besides the coordinators, this project has a team of researchers with trajectory in the
field of African and Afro-Brazilian studies, all them are member founders of research groups
in Brazil or Germany. In the professional trajectory of the researches the previous experiences
in the promotion of agreements and programs of mobility with African countries stand out.
The German partnership involves a prestigious center in the Humanities area and researchers
of renowned quality, coming from several programs and related area of knowledge, and is part
of the research area knowledge production and knowledge societies of the Graduate School
Global and Area Studies (the Graduate School has currently over 90 PhD candidates
enrolled). This reinforces the pertinence of the team, of the project and of the dialogues
possibly generated in the convergence between research objects and areas of activity, with
emphasis on interdisciplinarity in the African Studies and strengthening internationalization.
 It is an academic proposal that takes into account the vocations, priorities and
potentialities of a cosmopolitan and interdisciplinary perspective in the field of African
Studies, in order to promote the high qualification of human resources and researches in the
Humanities field, increasing the knowledge about the relations between Africa and the world,
knowledge production about Africa and for Africa, and training and specialization networks
for Africans and their insertion in the labour market. We highlight joint actions: the exchange
of researchers and professors through international seminars, sandwich doctorate, postdoctoral
internship, and visiting professor junior and senior; work missions to develop research and
joint activities; annual and biennial publications, and other ways of continuing the
accumulated experiences.

b) Project Summary in Portuguese (pt-BR)

O projeto proposto tem como objetivo conectar as esferas de produção do

conhecimento sobre e para a África a partir do Brasil e da Alemanha, e usar o método de
reflexão mútua crítica sobre práticas históricas e contemporâneas visando contribuir para o
desenvolvimento da produção de conhecimento sobre África cosiderando a relevância
crescente do conhecimento produzido a partir da África. Estamos interessados em
desenvolver um conjunto de atividades em torno das carreiras de acadêmicos anglófonos e
francófonos da África ocidental e suas redes globais, e em torno das carreiras de acadêmicos
africanos dos países africanos que têm o português como língua oficial (PALOP). / The
proposed project aims to connect the spheres of knowledge production about and for Africa
from Brazil and Germany, and use the method of critical mutual reflection on historical and
contemporary practices to contribute to the development of knowledge production about
Africa with an increased role for knowledge from Africa. We would be interested in having a
work package around the careers of Anglophone and Francophone West African academics
and their global networks, and around the careers of African scholars from the African
Countries which have Portuguese as Official Language (PALOP).

c) Project presentation, including objectives, method and indicators that show the
project's impact on knowledge, innovation and the consolidation of international
cooperation
 The concept of knowledge production may be universal, yet the actual production of
knowledge about a place also takes place in the context of local traditions that partly reflect
current or past political, economic or community interests. The traditions of knowledge
production about Africa in Germany and Brazil have emerged in very different ways.
In Germany academic traditions of knowledge production about Africa have emerged
in close association with colonialism and missionary enterprise. This reflected either an
interest in land and people from the perspective of European intellectual and religious feelings
of superiority, or an interest in minerals and agricultural production stemming from economic
interest. While German colonialism was short-lived, its traditions of knowledge production
have since changed only very slowly. The current engagement with postcolonial theory aims
to confront this, although it should be noted that in this case this contributes more to German
knowledge production and self-understanding, than to African interests. Another tradition of
knowledge production and transfer relates Africans coming to Germany for studies or
training, for instance in the fields of engineering and mining. Where the first tradition was
concerned with knowledge production about Africa, whereby knowledge from Africa itself
played only a limited role in this process, the second tradition related to knowledge transfer to
Africa. Here the question is how such knowledge was applied in African societies,
contributing to local knowledge societies.
Brazil’s engagement with knowledge from and about Africa is older, going back to the
return visits to Africa of formerly enslaved Africans or their Brazilian descendants. During the
nineteenth century, this included visits of Brazilians to West Africa where they trained as
religious ritual experts, returning to Brazil as babalawos. This interest in knowledge from
Africa has continued to feed Afro-Brazilian religions and culture. This sensitivity also
contributed to the establishments of academic research centers associated with universities at
an earlier date than that of the founding of many Institutes for African Studies in Europe. The
development of African Studies in Brazil also has a history of social engineering behind it. As
the majority of the population is of African and/or of mixed African/Native American/White
origin, the politics of ethnicity and demography came to represent motives for developing
African Studies. In many ways African Studies have come to the fore in Brazilian universities
as part of an overall process of social reparation for the historical racial injustice, often as a
result of claim lodged powerfully by Black activism as well as from within Afro-Brazilian
Studies. In the last two decades, much of the demands and perspectives historically held by
Black organizations got their way into public policy, especially in education. Additionally in
Brazil, even more than in most other countries in the Americas, with the possible exception of
Cuba and Haiti, Africa has historically been an important trope that has never left national and
foreign commentators indifferent (Alencastro 2000; Schwarcz 1999; Sansone 2003 and 2011).
But in Brazil, as in Germany, knowledge production about and for Africa has not been limited
to African Studies. Nowadays, Brazilian universities are well connected in Lusophone
networks whereby scholars build up transatlantic networks and exchanges, and students from
universities in Portuguese-speaking African countries come to Brazil to study.
Against this backdrop, the building of an academic field around African Studies has
tracked rather complex and sometimes conflicting pathways, very much related to the politics
of race and race relations. Knowledge about Africa (and particularly the cultural ways of
societies from which enslaved Africans where taken to Brazil) was deemed a prerequisite for
writing national history since its first tentative essay by German naturalist von Martius in
1840. Towards the end of the century, Africans living in Brazil where thematized by works in
Medicine and Law as a key to understand and overcome the perceived lack of civilization
associated by Brazilian elites with the “negro problem”, and in the first decades of the
twentieth century a subfield emerged in Anthropology, in a common trend experienced
throughout the Americas and the Caribbean. While Africa was set apart in favour of studies of
Black culture, religion and social tracts, it remained a symbolic hotspot to researchers who
tried to find Africa within Candomblés, as well as to Black intellectuals, academic or
otherwise, who invested Africa with a claim for racial equality and contributed to shape a
“will to know” that steadily flowed from popular culture and Black activism to the University.
More recently, historians of Brazilian slavery and post-emancipation have promoted a “return
to Africa” in search of a better understanding of rebellious and resistance traditions. In all of
this, the interest was focused in explaining the perceived particularity of Brazilian culture,
society and race relations. In its capacity as a research object, Africa was constructed as a
matricial zero-ground space-time rather than as a field of knowledge per se (Pereira, A. 2013,
Pereira, M. 2012).
Changes were brought about by African Nationalism and the influx of Pan-African and
Negritudinist ideas after World War II, along with the historical dominance of a national-
developmentalist agenda within the Brazilian State, which demanded the building of a strong
rapport with the emerging Third World in Asia and Africa. Political and economic interests
were repackaged in the form of cultural proximity, especially regarding Atlantic and
Portuguese-speaking African countries. Foreign Relations doctrine fluctuations reflected the
conflict between nationalist trends and United States and Colonial Portuguese pressure
(Saraiva 1996, Dávila 2011). In any case, public funding for research on African subjects and
for student exchange with African countries were set for the first time around 1960, with the
creation of the first African Studies centers and journals.
If it is true that a consequential interest in African Studies in Brazilian universities
dates back to the late 1950s with the creation of the Center for African and Oriental Studies
(CEAO) at Bahia Federal University and, in the following decade, with the Center for African
Studies (CEA) at University of São Paulo, few studies and research, and particularly field
research in the African continent, have been conducted (Reis 2010, Macagno 2014). However,
in Brazil, interest in African Studies has been broadening and consolidating (Sansone, 2002;
Zamparoni, 2007). Since then, contemporary Africa became central to research at Brazilian
universities, first in the field of Literary Studies with the discovery of an anti-colonial
literature written in Portuguese. This was followed by History, Anthropology, and more
recently International Relations, Sociology, Geography, and Philosophy.
As the Brazilian public education system had to cope with the mandatory inclusion in
the curricula of African History and Culture, the field of African Studies was strongly
reinforced, and moved towards institution-building, with the creation of disciplinary and
interdisciplinary professional associations, and the proliferation of research groups, programs,
centers and journals (Zamparoni 2007). The strengthening of Brazil’s diplomatic and
technical cooperation with various African countries was paired with the creation of a loose
national network of Nuclei of Afro-Brazilian Studies, present in almost all public universities
and professional education federal institutes. This movement was one of the visible outcomes
of an increased Black access to both academic professorial positions and student higher
education attendance, and in many cases made academic interest in Africa and in race
relations in Brazil to be held intertwined as a political imperative. At the same time, academic
exchange with African countries was boosted, including the establishment of a federal public
university specifically designed to receive African undergraduate students from Portuguese-
speaking countries – the University of International Integration of Afro-Brazilian Lusophony
(UNILAB) – in addition to older nation-wide scholarship initiatives as Agreement-Student
Program (PEC-G and PEC-PG, respectively for undergrad and graduate scholarships).
Moreover, it is important to notice the emergence of master and doctorate, at first, and then
bachelor degrees in African and Afro-Brazilian Studies, as well as the shaping of research
networks across the South Atlantic ocean.
In all these developments the role played by a number of Brazilian African Studies
centres and research groups that operate as a network can be noticed, often exchanging
contacts and providing for the national circulation of visiting scholars from the African
continent, as well as promoting a national calendar of academic symposiums and a web of
academic journals. These organizations include the pioneering CEAO in Bahia and CEA in
São Paulo, along with research groups and centres more recently established within public
universities in Rio de Janeiro, Minas Gerais, Brasília, Maranhão, Ceará, Rio Grande do Sul,
and Pernambuco. In serving as a gathering point for different research interests and scholars,
they also have been having a part in the creation of graduate courses in African Studies or
related topics, starting in 2003 with the founding of CEAO’s Interdisciplinary Graduate
Programme in Ethnic and African Studies. This continues to be the only Brazilian institution
to grant a PhD degree in African Studies proper, but a number of masters have been set
conferring degrees in African History, Literature or Cultures, most of them in Bahia. In
Maranhão, an undergraduate teacher-training course in Afro-Brazilian and African Studies has
been created in 2015. In other places, these centres and groups managed to set apart an
African Studies subarea within disciplinary PhD and masters courses, especially in the fields
of History and Literature. UNILAB also presents an interesting case of curriculum
engineering, as the undergraduate courses offered encompass a great deal of African Studies
in order to cope with an mixed attendance of Brazilian and African students.
Brazilian academic engagement with African countries tends to focus on the PALOP
(on account of the common official language and sometimes because of historical
connections), South Africa (on account of the opportunities offered by the BRIC connection
as well as the existence of important comparative lines – extreme inequalities, HIV-AIDS,
violence, land rights etc.) and Benin and Nigeria (on account of studies about slavery,
Brazilian returnees to Africa and Afro-Brazilian religions). Many of the networks and much of
the research in which Brazilian scholars engage remains centered in the PALOP, and most of
it depends on mediation from Portuguese researchers and institutions. However, Portuguese
academic knowledge about Africa is haunted by a very recent and barely scrutinised colonial
past, and the academic production from the former colonies provides only few alternative
perspectives, in part due to its dependence on Portuguese PhD grades, research funding, and
academic supervision. Meanwhile, Brazilian students’ restricted access to African and
Africanist scholars who write in other languages constrains the theoretical and methodological
possibilities of the field, beyond the mere geographical limitation. In this sense, there can be
observed trends to overemphasize the “colonial” agency and the “post-colonial” agenda, as
well as the assumption of unverified perspectives on the working of race relations in Africa
and its links to political and economic inequalities.
 Nowadays, much more than before, Brazilian PhD students opt to spend their very
valuable sandwich grant in an African university. Traditionally Brazilian social scientists
preferred to travel to the United States, France and the United Kingdom – and tended to go
back to the same foreign institution that conferred their degree whenever they could get
funding. Maybe doing African studies from Brazil is also a way to decolonize minds and
oxygenate curricula, stimulating a South-South perspective at the cost of an historical
“vertical obsession” with the North. In this sense, looking at Africa and dealing with African
scholars is also a way for Brazilian intellectuals to get to know themselves. In fact, the
political boost that has always animated African Studies in Brazil may well be conceived as a
late form of Latin American modernism – the process of rethinking the place of Brazil in the
future by adding a new value to the characteristics of its people as well as of popular culture
and popular art (Sansone 2018).
In this regard, it is important to consider the structures of power that constrain the
production of knowledge about Africa in Africa itself as well as in other parts of the global
South, Brazil included. That encompasses what has been called the “Europhonies”, which
shape the circuits of intellectual production, validation, circulation, and consumption, as much
as the unequal relations those already unequal spaces as Anglophony, Francophony, or
Lusophony maintain to each other (Wa Thiong’o 1986, Falola 2007, Appiah 1997, Hountondji
2008, Yanka 2016, Mata 2006).
German- and Portuguese-language networks have in this diagram in many ways
opposing but to a certain extent comparable positions. On the one hand, divergent insertions
in colonial and regional histories let these two languages and the networks they structure with
very different statuses in Africa (where Portuguese is an official language while German is
not) and Europe (where German is a high valued language while Portuguese is not). On the
other hand, both are similarly marginal in relation to the dominant English-language
networks, far behind French-language networks (compare, for instance, the volume of
translations from French to English to that of Portuguese or German to English).

***

The proposed project aims to connect the spheres of knowledge production about and
for Africa from Brazil and Germany, and use the method of critical mutual reflection on
historical and contemporary practices to contribute to the development of knowledge
production about Africa with an increased role for knowledge from Africa. The aspect of
knowledge for Africa will be approached from the perspective of the decisions of African
(prospective) students and scholars as to where they decide to go for studies or academic
exchanges, how this contributes to their future careers as well as to the building up of African
knowledge societies. Of particular interest will be a comparison of the global careers of
African academics depending on whether their main engagement is with Portuguese, English,
French or German-speaking academic networks.
We would be interested in having a work package around, on the one hand, the careers
of Anglophone and Francophone West African academics and their global networks and, on
the other hand, the careers of African scholars from the the African Countries which have
Portuguese as Official Language (PALOP)1, namely the ones who pursued their higher
education or had exchange experiences in Brazil. That should include both the professionals
who returned to their countries on completing their graduation as well as those who remained
in Brazil or moved to other countries in which they established themselves, particularly in the
global North.
African higher education systems have been founded to support national development
and have been funded from public sources. Globalisation and the conception of higher
education as a market have fundamentally changed this, resulting in new challenges for staff
and leadership in universities (Aina 2010; Sawyerr 2004; Zeleza 2002).
Internationalisation is not only an academic ideal, it has become a market reality:
universities from Europe, North America and Australia aggressively recruit students from
middle-class or wealthy families for undergraduate studies, as well as professionals for
postgraduate education, abroad (Dunn and Nilan 2007). China has taken over the role
previously played by the Soviet Union, of offering large numbers of scholarships (Bodomo
2011; Opalo 2017). Foreign universities offer employment opportunities to outstanding
African academics, who are in turn attracted by the prestige, the support, funding and
facilities for research, and the pay. Meanwhile, due to the increasing importance of
international ranking (also for individual academic careers), African universities – with the
exception of a few South African institutions – have become less attractive for scholars from
outside the continent.

1
While Europhony-concepts will be used in this proposal in order to refer to the colonial-shaped networks of
production and consumption of cultural goods, and particularly academic research, terms like “Lusophone
Africa” demand extreme caution, for a variety of reasons that cannot be developed here. In this text, we will
favor instead the use of the acronym PALOP, that is preferred in the critical literature in Brazil as well as in
those very countries.
 Furthermore, especially, but not only, in Anglophone African countries the concept of
higher education as a public good, funded from public sources, has come under threat. During
the past two decades local and international private universities (supported by a religious
community; straightforward commercial; or set up as a philanthropic project) have come to
constitute a significant force in the higher education sector (Oketch 2003; Jamshidi et al
2012).
These developments not only constitute challenges for higher education managers, but
also for individual (research) students and academics, whose career choices have a large
impact on the quality of research and teaching in African universities, as well as the impact
that the sector can have on the wider society. The projects in this section will study how
African (research) students and academics negotiate these globally entangled and competitive,
yet also fundamentally unequal networks (Akanle et al 2013; Willott 2011).
Higher Education in Ghana and Nigeria operates in a globally entangled and
competitive context, which impacts the career choices of academics, who may not only
consider a (tenure-track) position or fellowship at universities in South Africa, Europe, or
North America, but may also decide to contribute their academic or leadership skills to locally
or foreign-owned private universities.
In the PALOP, higher education is a recent phenomenon. During most of the twentieth
century, there were few opportunities for those who were born in Angola, Mozambique,
Guinea-Bissau, Cape Verde or São Tome and Principe to pursue an academic degree. Access
to the very few existing lyceums was in itself extremely narrow, conditioned by income, and,
in inland territories, by one’s status as citizen, assimilated or indigenous – both criteria in a
way or another related to race. From 1950 on, a small number of Angolans (mostly White)
and Capeverdians managed to attend universities in Lisbon, Coimbra or Porto, while a few
Black Angolans and Mozambicans enjoyed grants provided by Protestant Missions to study in
Portugal, Switzerland or the United States. Only after the beginning of the anti-colonial armed
struggle did Portugal open university courses in Angola and Mozambique, in 1962-1963.
After independence, both became public national universities, charged with the task of
forming the cadres in need for the developmental projects these countries embarked in once
they gained their political emancipation (1974-1975). In 1979, Cape Verde also established a
higher institution to form school teachers, which became later the University of Cape Verde.
Guinea-Bissau and São Tomé and Príncipe would only have higher education institutions
from the 1980s (Tcham 2016, Liberato 2014).
 During the one-party political regime, which lasted until the 1990s, these institutions
tried to respond to the very basic needs of the new nations, especially in forming
administrative and managerial cadres for the State bureaucracy and the nationalized
enterprises. Priorities were reset and courses were redesigned to tend to the pressing
necessities of the State, which on the other hand regarded the public university as a strategic
asset and made efforts to assured public funding, faltering as it was. After all, an important
parcel of the new leaders had felt their first call from the nationalist impulse while
undergraduate students in Portugal. Expectations on the contribution of the university to
national development, though, ran far higher than what was possible to deliver, considering
the available resources – human, structural as much as financial. Angola and Mozambique, for
instance, saw most of their public resources diverted from even priority educational projects,
drained by protracted internal military conflicts that lasted from the onset of their independent
life to the beginning of the new millennium. Cooperation with Socialist countries, initiated
during the guerrilla war, filled in the gap, and scholarships were granted to African students to
be formed in the Soviet Union, East Germany, and Cuba (Minter 1998, Mateus 1999, Fry
2001, Tcham, 2016).
Harsh as it was, two experiments in the PALOP that relate to the field of African
Studies deserve mention: in Mozambique, an African Studies Center was created in 1976; in
Guinea-Bissau, a National Institute of Studies and Research was founded in 1984. Both
published journals and positioned themselves as hotspots for research, debate and knowledge
production on the more pressing matters in the context of their respective countries: labor,
ethnicity, development, agriculture, relations between state and society were thematized. In
short, these centers sought to establish a critic dialogue with the State and the party regarding
nation-building; in a context State and the party were one and the same, there was not much
room to maneuver and external pressure could strongly set the boundaries of what was
researchable – and in what terms, vocabulary and theoretical framework. In any case, applied
research was prioritized over basic research, and most of it had to respond to very specific
demands set forth by State planning (Fernandes 2011, Trajano Filho 2002).
After the economic liberalization in the 1990s, new private superior institutions were
founded in Angola, Mozambique, and Cape Verde. Private Portuguese institutions also sought
to make themselves with a piece of what started to be conceived as a flourishing market. On
the other hand, late versions of structural adjustment programs implied divestment from
public universities, that were left to seek an important parcel of their funding from student
fees, international donors, and the marketing of their staff’s professional skills as consulting
services. Even so, all PALOP have seen an increase in the number of public and private
universities and higher education institutes. There are nowadays an estimated 153 universities,
institutes or colleges in these countries, about 53 of which, or 35%, are public. Vacancies in
undergraduate courses quickly expanded, and some graduate degrees have been established
since then, usually counting on international cooperation of some sort.
The increase in academic cooperation between Brazil and the PALOP, namely through
the PEC-PG (graduate scholarships), has contributed to the capacity building at African
universities. Still, most African graduate students continue to pursue their courses abroad, on
scholarships coming from a host of donors or on their own means. The host countries vary
according to historical contingencies: Mozambican students tend to go to neighboring South
Africa while Cape Verdians prefer the United States or the Netherlands, where large expatriate
communities can be found. Portugal remains the most likely choice for graduate courses in all
areas, while Russia, India, China and increasingly Brazil receive undergraduate as well as
graduate students. Other African countries (namely Algeria, Morocco, Senegal, and South
Africa) are also possible destinations, while West European and North American universities
may be chosen by offspring the higher classes, sometimes with sufficient political connections
as to secure a government scholarship (Tcham 2016).
Around 400 undergraduate students from the PALOP come to Brazil each year on
official government programs, one quarter of which on PEC-G scholarships, distributed in
public universities all around the country, and the others at the two campuses of UNILAB, in
the states of Ceará and Bahia. Another 130 or so from other African countries also receive
PEC-G grants. Although the numbers vary each year, and the available data is incomplete and
outdated, it may be reasonable to assume a number of 1500 to 2500 African youth on
undergraduate courses in Brazilian public universities, most of whom from Portuguese-
speaking countries, especially Cape Verde and Guinea-Bissau. There are no official numbers
regarding African students enrolled in public or private institutions in Brazil on their own
initiative. Some of the private Brazilian institutions have even established offices or appointed
representatives in the PALOP, in order to booster enrollment from these countries (Tcham
2016). Needless to say, enrollment in private educational institutions may be no more than a
migration tactic, as in other parts of the world.
Some questions can be carried on is this project, such as: How do West African and
PALOP academics take careers decisions? How do horizons of expectation change? What
types of management, leadership, teaching and research skills are involved? What kinds of
spillover effects take place as a result of staff mobility?
 Relatively little research exists on African academic careers in global academe
(Akanle et al 2013; Mkandawire 2005). Departing from studies on academic careers in
Europe, North America and Brazil, the project will use interviews to explore the career
ambitions and perspectives of West African and PALOP academics based at a range of
institutions in West Africa, elsewhere in Africa, and in Europe, North America and Brazil.
They will include academics at the start of their career, as well as those in established
positions. (Baker and Zey-Ferrell 1984; Clark 1986; Dowd and Kaplan 2005).

d) Justification of the actions that will contribute to the achievement of the project
objectives and this Notice

The actions of this project are justified by seeking to strengthen dialogues/exchanges

between academic areas, institutions and professionals of excellence in the field of African
Studies located in different Brazilian states (Maranhão, Bahia and São Paulo) and at the
University of Leipzig in Germany. Through the project, the participation of universities and
researchers in joint reflection activities, exchanges, agreements and research networks in the
field of African Studies is expected to be expanded.
Aiming to study the aspect of knowledge for Africa approached from the perspective
of the decisions of African (prospective) students and scholars as to where they decide to go
for studies or academic exchanges, the project is relevant for reflecting on about the choices
in academic trajectories and how it contributes to their future careers as well as to the building
up of African knowledge societies. This is valuable also to make the researchers involved in
the project aware of their place of production and their academic decisions.
The intention is to offer conditions of mobility to researchers of various academic
levels and related to various disciplines of the Humanities with a view to fostering the
internationalization of participating units, and specifically, the advancement of African studies
in Brazil and Germany. The reflections provided by the project should emphasize the
observance of academic trajectories in the field, the interdisciplinary vocation and
commitment to the social issues and challenges of our time. This public notice provides a
wide spectrum of opportunities for the process of training of specialists in the Brazil-Germany
relationship and the promotion of production between the two countries: the exchange of
researchers from here and there; access to documentary collections, libraries and a set of
memories; dialogue with Africans integrated in courses in Brazil and Germany; the promotion
of seminars and workshops for presentation and discussion of project outcomes. The
accomplishment of each of the planned actions will result in the expansion and consolidation
of national and international researchers networks, and a body of academic productions in the
form of collections prepared by the collective, individual and partnership articles, and
academic theses of the PhD students involved in the project.
Meeting the training needs of high-level researches, scientific collaboration and
academic production, there will be periodic work missions, study missions and academic
events to foster exchanges of experience and research, improve methodologies and address
issues in favour of advancement of intersected sciences in African and diasporic studies. Aid
for the exchange of senior and junior professors and postdoctoral and doctoral fellowships at
partner centres will be essential for the training of researchers and the feasibility of individual
projects.
We highlight the strategic role played by Brazil in the production and dissemination of
knowledge about political, social and cultural phenomena in Africa, the close relations
between Brazil and the African continent that have been going on stronger since the 1960s,
with the agreements established by Brazilian governments. In this process, the Center for
African and Oriental Studies (CEAO), founded in 1959 at UFBA, which received the first
African students in Brazil and encouraged the departure of Brazilian researchers to African
countries, initially, to West Africa (Reis, 2010) and, a little later, to African countries
colonized by Portugal.
Academic relations between Brazil and Africa have become even closer in recent years
with the reception of African students in Brazil, especially from Portuguese-speaking African
countries/Países Africanos de Língua Oficial Portuguesa (PALOP), such as Guinea Bissau,
Cape Verde, Mozambique and Angola. Some of these students have been trained at
undergraduate and postgraduate level and have obtained professional positions in Brazilian
academic institutions, such as the Federal University of Maranhão (UFMA), the Federal
University of Bahia (UFBA) and the University of International Integration of Afro-Brazilian
Lusophony (UNILAB).
Following POSAFRO’s unprecedented at postgraduate level, ten years later, the
Licentiate Degree in African and Afro-Brazilian Studies (LIESAFRO) was founded at the
Federal University of Maranhão, concerned with the educational background and the
Brazilian curriculum focused on Africa and its relations with Brazil. The course is the only
undergraduate in Brazil.
All actions of project should also contribute to the strengthening of the graduation
courses (licentiate) in Brazil and, considering the law 10.639/03 (about the necessity to
teaching African and Afro-Brazilian History in the basic education), to the extension of the
knowledge acquired to the elementary schools in Brazil, as well as to make these new
reflections be shared with the Bachelor of African Studies of University of Leipzig.

e) Results to be achieved and potential for expansion

Aggregating researchers with diverse backgrounds in the area of Humanities, focused

on the production of African and diasporic studies, whose formation field is interdisciplinary,
the project should result in the creation of investigative links between the education centers
involved, the expansion and consolidation of research agreements and academic exchange, in
medium and long terms, the continuation and renewal of a network of experts concerned with
contemporary challenges for Africa.
One of the results of this project is to connect the spheres of knowledge production
about and for Africa from Brazil and Germany, and use the method of critical mutual reflect
on historical and contemporary practices to contribute to the development of knowledge
production about Africa with an increased role for knowledge from Africa. The main point is
to contribute for rethinking and forming a knowledge for Africa from this continent. It will be
possible stablish comparison of the global careers of African academics depending on whether
their main engagement is with Portuguese, English, French, or German-speaking academic
networks and reflect about gain and challenges in this sense.
The academic cooperation should actively contribute to the transfer of knowledge that
underpins scientific development and fosters ethical solutions to the problems and challenges
faced by project participating countries. It is also a priority result to improve the quality of
education and academic production linked to postgraduate studies in Brazil and Germany. It is
understood that the formation and consolidation of the project’s research network should be
extended beyond its duration, in a continuation of the interlocutions and renewal of
interinstitutional partnerships that reinforce the internationalist character of the Humanities
and African Studies of this beginning of millennium.
The individual and collective productions of this project should be disseminated in
various ways, through print and digital format, through presentations at events, socializing the
results to a wider audience in Brazil, Europe and Africa. Other results derive from
international meetings involving team members from both countries, presenting their
respective research and, from that, collectively formulating questions, solutions and referrals
related to the scope of the project, intensifying the debates formulated at the international
level.
In general terms, the project will seek: produce positive effects in the area of
knowledge of African and Afro-diasporic studies, in the epistemological transformations
introduced by the knowledge produced about and from Africa; consolidate international
cooperation and the development of agreements involving Brazil and Germany; collectively
formulate questions, solutions and referrals related to African contexts, especially
contributing to the formation of students from Africa; enable international meetings and
symposiums with members of the Brazilian and German teams; foment joint academic
publications as a means of intensifying internationally formulated debates; extend the
purposes and experience of the project to other academic institutions in Brazil and Germany
and to African countries.

f) Prediction of academic and scientific production goals

The main goals of the project can be listed as follows:

- Formation, consolidation and expansion of cooperation networks of Brazilian and
German researchers in the field of African and Afro-diasporic studies and the extension of
these networks to other institutions and research centers, including in Africa.
- Feasibility of research in the area of African and Afro-diasporic studies that will
enable interviews with African professionals and analyses of African and Africanist
publications in a set of journals in Brazil and Germany, materials that can be made available
for future researches.
- Production of spaces for dialogue and discussion, through the promotion of work
meetings, international seminars, national meetings, courses in postgraduate programs,
workshops.
- Collective formulation of questions, solutions and referrals related to African and
Afro-diasporic studies.
- Encouraging academic production and dissemination in the form of two books (in
print or e-book format), twelve book chapters, twelve articles, academic theses, diversified
products resulting from postdoctoral internships.
- Joint publication of research results through articles in JCR journals, but also in
European and African classical journals that have great entry in the international academic
world;
 - Improvement of education and academic production, especially linked to the
doctorate and postdoctoral level; considering the effects on other academic levels (master’s
degree and undergraduate) through the dissemination of knowledge related to the focus area
of project.
Some of these goals will undoubtedly reach the medium and long term, strengthening
the qualitative effects of this project.

g) Joint action plan with the partner(s), with justification of the partnership or
institutional action, clarifying the relevance of the project and the team

The actions of this project can be better seen in the following demonstration tables:

Measures planned
Description of measures
Periodic meetings of the Brazilian and German team about the
Measure 1:
project (via videoconference)
Meetings to reaffirm project objectives and goals and to organize
Description:
practical development procedures
Project coordinator meetings in Brazil with Brazilian team members
Measure 2:
(via videoconference)
Meetings between UFMA, UFBA and UNICAMP researchers
Description:

Measure 3: Call to select scholarship students/project researchers

Publication of calls for scholarship researchers selection (annual
Description:
selection)
Analysis of the development of the African Studies in Brazil and
Measure 4:
Germany
Investigation of the formation trajectory of the African Studies in
Brazil and Germany, establishing comparisons on the development
and consolidation of the field in both countries.
Specific examination of bachelor and licenciate courses in Brazil and
Germany and postgraduate courses in the thematic area, with
Description:
emphasis on the Licentiate in African and Afro-Brazilian Studies, at
Federal University of Maranhão (Brazil) and the Master’s degree
and PhD courses in Ethnic and Africans Studies at Federal
University of Bahia (Brazil), and the Bachelor, Master’s degree and
PhD in African Studies at the University of Leipzig (Germany).

Mapping of Anglophone, Francophone and Lusophone African

Measure 5:
researchers and their educational careers and professional networks.

Reconstitution of trajectories of African researchers in Brazil, North

Description:
America and Europe and analysis of the professional profile of these
 researchers, their choices and personal careers, the impacts of their
educational background for their absorption in the labor market,
their research networks and investigations.
Establishment of comparative analysis of the collected data.

Mapping and analysis of African and Africanist publications in a set

Measure 6 of journals in Brazil and Germany

Mapping and analysis of African and Africanist publications in a set

of journals in Brazil and Germany,
Description:
focusing on the theoretical and epistemological perspectives
presented in these productions

Scheduling of the whole project and the measures to be implemented

Please enter the measures planned in the table in brief, providing a clear description of the
work plan and schedule for the whole of the requested funding period.
Measure to be implemented: Which step in the research work is to
Place/period
be performed by which research group using which methodology
Brazil and
Bibliographic research on African and Afro-Diasporic Studies in Brazil Germany (1o
semester of 2020)
Brazil and
Bibliographic research on African and Afro-Diasporic Studies in Germany (1o
Germany semester of 2020)

Documentation analysis on the functioning of Undergraduate and Brazil and

Postgraduate courses in African Studies in Brazil (Maranhão and Bahia) Germany (2o
and in Leipzig (Germany) semester of 2020)

Mapping of Anglophone and Francophone African researchers from Germany (1o

West Africa and their educational formation and professional practice semester of 2021)
networks.
Mapping of African researchers from PALOP and their education and Brazil (1o
professional practice networks. semester of 2021)
Research on the insertion of African researchers in study and career Germany (2o
networks in Germany and other countries in Europe and North America. semester of 2021)

Research on the insertion of African researchers in study and career Brazil (2o
networks in Brazil and their countries of origin or the African continent. semester of 2021)
Investigation on the profile of undergraduate and postgraduate formed Brazil and
students with emphasis on Licentiate Degree in African and Afro- Germany (1o
Brazilian Studies (UFMA) and Postgraduate Program of Ethnic and semester de 2022)
African Studies (UFBA) and their absorption in the labour market

Investigating on the profile of undergraduate and postgraduate formed Germany (2o

students in African studies at the University of Leipzig semester of 2022)

Brazil and
Conducting interviews with African researchers Germany (2o
 semester of 2021
to 1o semester of
2023)
Mapping and analysis of African and Africanist publication in a set of Brazil and
journals in Brazil and Germany, focusing on the theoretical and Germany (1o
epistemological perspectives presented in these productions semester of 2020
to 2o semester of
2022)
From the analysed data, reflect on historical and contemporary practices Brazil and
to contribute to the development of knowledge production about Africa Germany (during
with an increased role for knowledge from Africa and for this continent. all the project
development)

The team is composed of researchers of renowned competence in the field of African

and Afro-Diasporic Studies. Among the skills of the team, it is noteworthy that the main
coordinator of the project by UFMA has extensive experience in training undergraduate and
graduate students in the thematic area, proposing basic education teacher training courses and
worked in the creation of Licentiate Degree in African and Afro-Brazilian Studies at that
institution.
The coordinators of the associated Brazilian universities (UFBA and UNICAMP) have
also been involved in guiding research and training of human resources in the area, as well as
organizing internationalization activities and projects. The project coordinator at the
University of Leipzig is director of the Center for African Studies, with experience in
undergraduate and postgraduate student training, research supervision, project organization
and high profile publications in the subject area.
All other members of the Brazilian project team, as well as the participating professors
who join the University of Leipzig, are professors in the field of African Studies or carry out
important projects and research on Africa and Afro-Diasporic communities.

h) Description of the form of appropriation by the main and associated Brazilian

institutions and dissemination of knowledge acquired abroad by team members in Brazil

Through the connection between the Brazilian universities and the University of
Leipzig many positive effects of this cooperation network can be seen, especially regarding
the sharing of knowledge among the researchers involved, the appropriation of knowledge
and new methodologies made possible by the project, and the consequent and continuous
dissemination of this data.
 In this way, various activities, work missions, workshops, seminars will be promoted,
where researchers will gather and share their analysis. In addition, the production and
publication of joint outcomes will be fostered through the partnerships established between
Brazilian researchers and researchers from the German institution.
From these partnership relations, academic texts should be produced for the
presentation of communications at scientific events, publication of articles in academic
journals with JCR and also in classical European and African journals that have great entry in
the international academic market, publication of book chapters (in printed format and e-
book), production of doctoral theses.
Federal University of Maranhão (UFMA), the proposing Brazilian institution, as well
as the associated Brazilian institutions (UFBA and UNICAMP), should strengthen ties for
university exchange and mobility with the University of Leipzig, in order to promote the
internationalization of its programs, a measure that is continuously reinforced by CAPES for
postgraduate studies.
The project will also foment and facilitate research in African and Afro-diasporic
studies that will make use of collections, archives and collections of memories available in
Germany and may make these materials available for future research, which is a great
innovation, given also the difficulty in accessing certain African Studies materials in Brazil.
An important emphasis of this proposal is also to conducting interviews with English-
speaking West African Africans and PALOP researchers in order to understand their study
choices and professional careers.
Thus, the project will certainly have much to contribute to the creation and expansion
of databases and bibliographic references, which will certainly help in future researches, and
to the understanding of the theoretical and epistemological reflections that are being produced
by Africans and Africanists.

i) List of professor members or researchers from Brazil and abroad, informing the title
of each one

Brazilian Team
Prof. Dr. Antonio Evaldo Almeida Barros (Federal University of Maranhão)
ORCID: https://orcid.org/0000-0002-42253669
E-mail: antonioevaldoab@gmail.com
The brazilian proponent of this project is undergraduated in History (UFMA) and in
Philosophy (Institute of Higher Studies of Maranhão – IESMA), master and doctor in Ethnic
and African Studies (UFBA), and did Postdoctoral internship at the Institute for African
Studies at the University of Leipzig (Germany). He develops teaching, research and extension
activities in the field of African and Afro-Brazilian studies, focusing on subjects and social
groups in cultural and educational spaces. His academic interventions focus primarily on a
cross-comparative perspective, Maranhão (Brazil), South Africa and Mozambique in Southern
Africa. In partnership with the federal and state governments, municipal governments and
civil society organizations and movements, he has coordinated several programs of education
in Maranhão by offering courses on African and Afro-Brazilian history and culture through
the Nucleus of Studies and Research on Africa and the Global South (NEAFRICA), research
group of which it is a founding member. He also integrates the Research Group Religion and
Popular Culture (GPMINA/UFMA) and the coordination team of Factory of Ideas, an
advanced course of interracial relations offered periodically by the Center for African and
Oriental Studies (CEAO) at the Federal University of Bahia (UFBA).

Prof. Dr. Cláudio Alves Furtado (Federal University of Bahia)

ORCID: https://orcid.org/0000-0002-9562-0565
E-mail: cfurtado.unicv@gmail.com

Bachelor’s at Ciências Sociais from Universidade de São Paulo (1985), Master’s at Sociology
from Universidade de São Paulo (1988) and Doctorate at Sociology from Faculdade de
Filosofia e Ciências Humanas (1994). Has experience in History, focusing on History. Current
Position: 1. Professor at Federal University of Bahia/ Faculty of Human Sciences/ Department
of History; 2. Permanent Professor of the Graduate Program in History and Permanent
Professor of the Multidisciplinary Program in Ethnic and African Studies- UFBA; 3. Invited
Associate Professor at the University of Cabo Verde; 4. Member of CODESRIA (Council for
the Development of Social Sciences in Africa); 5. Member of the International Association of
Social and Human Sciences in Portuguese Language (AILPcsh). Visiting Professor: 1.
Catholic University of Louvain-la-Neuve, Belgium; 2. University of Algrave, Portugal; 3.
University of the Azores, Portugal; 4. Polytechnic Institute of Tomar, Portugal; 5. Jean Piaget
University of Angola.

Prof. Dr. José de Ribamar Sá Silva (Federal University of Maranhão)

ORCID: https://orcid.org/0000-0002-0585-6049
E-mail: zederiba@hotmail.com

Associate Professor at the Department of Economics (UFMA). Professor and researcher in

Postgraduate Program of Public Policies and in the Master’s Degree in Socioeconomic
Development. He holds a Bachelor’s degree in Economic Sciences (1990) and a specialization
in Methodology of Higher Education (1994), at UFMA. He holds a Master's degree in Rural
Economics (1997), at the Federal University of Paraíba (UFPB) and a PhD in Public Policies
(UFMA, 2007), including a doctorate-sandwich (2005) at the Economics Institute of the State
University of Campinas (UNICAMP). He conducted postdoctoral research (2014-2015) at
Middlesex University (London /UK), with support from CAPES. He conducts academic
management, research and teaching activities on Economics, Public Policies and Rural
Education with academic interest in the following subjects: socioeconomic formation of
Brazil and Maranhão; socioeconomic development in Brazil and Africa, agrarian economy
and natural resources, public policies for the countryside, agrarian reform settlements, family
agriculture and food sovereignty, food and nutritional security.

Prof. Dr. Livio Sansone (Federal University of Bahia)

ORCID: https://orcid.org/0000-0003-3837-6049
E-mail: liviosansone@yahoo.com

He was born in Palermo/Italy (1956), got his BA in Sociology at the University of Rome and
MA and PhD from the University of Amsterdam (1992). From 1992, Sansone lives in Brazil
where he is full professor of anthropology at the Federal University of Bahia (UFBA) and
senior researcher of the Brazilian Research Council (CNPq). From September 2010 to April
2012 he was International Relations Advisor to the UFBA Rectory. He was coordinator of XI
CONLAB (Luso-Afro-Brazilian Congress of Social Sciences), held in Salvador in August
2011 and, from 2011 to 2015, Vice-President of the International Association of Social and
Human Sciences in Portuguese. Since 2000, he is the head of the Factory of Ideas Program –
an advanced international course in ethnic and African studies – and coordinates the Digital
Museum of African and Afro-Brazilian Heritage –www.museuafrodigital.ufba.br. He has
published extensively on youth culture, ethnicity, inequalities, international transit of ideas of
race and antiracism, anthropology and colonialism, and globalization with research based in
the UK, Holland, Suriname, Brazil, Italy and, recently, Cape Verde, Senegal, Mozambique
and Guinea Bissau.

Prof. Dr. Marcelo Pagliosa Carvalho (Federal University of Maranhão)

ORCID: https://orcid.org/0000-0002-2498-525X
E-mail: marcelo.pagliosa@yahoo.com.br

Graduated in History (2000), Master (2006) and Doctor (2011) in Education from the
University of São Paulo. Post-Doctorate (2017) in African History at the University of
Lisbon. Associate Professor IV at the Federal University of Maranhão (UFMA - Campus São
Luís). Founder and teacher of the Interdisciplinary Degree in African and Afro-Brazilian
Studies at UFMA, a pioneer course in the country. Local Coordinator of the Exchange
Agreement, within the scope of African Studies, carried out by the UFMA Center for Human
Sciences and the Faculty of Letters of the University of Lisbon. Coordination of the Research
Project “Postgraduate Studies in African Studies: subsidies for the construction of the
proposed Master in African and Afro-Brazilian Studies at the Federal University of
Maranhão”. Participant Member of the Nucleus of Studies and Research on Africa and the
Global South (NEAFRICA). He coordinated the Extension Project “Ethnic-Racial Relations
in School Curricula” and the Interdisciplinary Project of the Teaching Initiation Scholarship
Program (PIBID) “Education of Ethnic and Racial Policies for the Teaching of Afro-Brazilian
and African History and Culture”. He taught history (2002-2008) and served as pedagogical
coordinator (2008-2011) at the São Paulo Municipal Education Network. Participated in the
coordination of the São Paulo State Youth and Adult Education Forum (2000-2008).
Participated in the creation and served as a teacher of the youth and adult literacy course at the
Consciousness Center at the University of São Paulo (1998-2001). He was a teacher and
coordinator of the Center for Education and Popular Organization (1998-2001). Main topics
of discussion: African, Afro-Brazilian Stories and Cultures; education for ethnic and racial
transfers; diversity education; public policies and education funding.

Prof. Dr. Omar Ribeiro Thomaz (State University of Campinas)

ORCID: https://orcid.org/0000-0002-6474-8662
E-mail: omarr.thomaz@googlemail.com
Associate Professor at the Department of Social Anthropology at Unicamp, Omar Ribeiro
Thomaz holds a degree in Art History from the University of Barcelona (1989), a Bachelor of
Arts in Dramatic Arts - Nancy Tuñón Acting Studio (1988) and PhD in Social Anthropology
by the University of São Paulo (1997). He has been a researcher at the Brazilian Center for
Analysis and Planning for 12 years and is currently a professor at the State University of
Campinas at the Postgraduate Program in Social Anthropology and the Postgraduate Program
in History (Social History of Africa). He was postdoctoral fellow at the Max Planck Institute
for Social Anthropology (2007) in Halle Salle/Germany, with the support of the Humboldt
Foundation and was a guest researcher at the Institute of Social Sciences (University of
Lisbon), Schools of Higher Studies in Social Sciences, Center for Social Studies (University
of Coimbra), Free University of Berlin, Eduardo Mondlane and University of Massachusetts
Boston - among other institutions. He develops research in Africa and the Caribbean, having
conducted field research in southern Mozambique, Uganda and Haiti. Its team, largely made
up of trainees, has been conducting research in different African countries (Angola, Guinea-
Bissau, Mozambique, Namibia and South Africa), the Caribbean (Haiti and the Dominican
Republic) and in central and eastern European territories (particularly Serbia, Bosnia and the
former German Democratic Republic).

Profa. Dra. Raquel Gryszczenko Alves Gomes (State University of Campinas)

ORCID: https://orcid.org/0000-0003-2240-0470
E-mail: gomesg@unicamp.br

Raquel Gryszczenko Alves Gomes is an Associate Professor of Contemporary History at the

History Department of Universidade Estadual de Campinas - Unicamp - Brazil. She
concluded her PhD at the same institution in 2015, after conducting researches at The Harriet
Tubman Institute at York University, in Toronto, and at the Historical Archive at the
University of the Witwatersrand, in Johannesburg. Research interests concentrate on
contemporary History, African History and South African History, with special attention to
themes such as gender relations; literature, press and writing, race relations; segregational
policies and educational policies.

Profa. Dra. Viviane de Oliveira Barbosa (Federal University of Maranhão)

ORCID: https://orcid.org/0000-0002-3555-7461
E-mail: vivioliba@yahoo.com.br
Graduated in History from the Federal University of Maranhão (2005), Master in Ethnic and
African Studies (POSAFRO/UFBA, 2007) and PhD in History from the Fluminense Federal
University (UFF, 2013). She was a Visiting Professor internship at the Institute of African
Studies at the University of Leipzig (2018-2019), with CAPES fellowship. She is a Professor
of the Licentiate Degree in African and Afro-Brazilian Studies (UFMA) and at the Master’s
Degree in History (UFMA/UEMA). She works in research and extension projects in the field
of African Studies, especially on gender relations, women’s movement and agrarian issues in
South Africa, and teaching of African and Afro-Brazilian History and Culture. She researched
women and social movements in comparative perspective Brazil-South Africa with a
schollarship from South-South Exchange Program for Research on the History of
Development (SEPHIS/Netherlands). She coordinates Nucleus of Studies and Research on
Africa and the Global South (NEAFRICA) and integrates the Proprietas Network - National
Institute of Science and Technology (INCT) whose international project is Social History of
Properties and Access Rights, involving PALOP countries members.

German Team
Prof. Dr. Dmitri van den Bersselaar (University of Leipzig)
ORCID: 0000-0001-5508-6700
E-mail: dmitri.van_den_bersselaar@uni-leipzig.de

Professor of History and Director, Institute of African Studies, University of Leipzig. MA in

History (1992) and PhD in Social Science (1998) on “In Search of Igbo Identity. Language,
Culture and Politics in Nigeria, 1900-1966”, both at Leiden University. Taught at the
University of Liverpool from 1999 until 2017. Prof. van den Bersselaar has experience as
Director of several MA programs, including Atlantic History, International Slavery, and
African Studies. He was the founding Director of the Research Center for the Study of
International Slavery in Liverpool, and conducted collaborative projects with a number of
museums, including the Liverpool World Museum, the Tate Gallery, the International Slavery
Museum, and the Jenevermuseum. He is currently Board Member of the Leipzig Graduate
School Global and Area Studies. He has successfully applied for and led a number of research
projects, including on “The Careers of African Employees of Multinational Enterprise” and a
Leverhulme Trust funded project on “The archive of the United Africa Company” in
collaboration with Unilever plc.
Prof. Dr. Ulf Engel (University of Leipzig)
ORCID: 0000-0002-5557-2757
E-mail: uengel@uni-leipzig.de

Professor of Politics, Institute of African Studies, University of Leipzig. Dipl. Political

Science (1987) and PhD in Political Science on “The Foreign Policy of Zimbabwe” (1993),
both at the University of Hamburg. Habil in 1999 on “Germany’s Africa Policy 1949-1999”
(University of Hamburg). Prof. Engel has experience as Director of several MA and PhD
programs, including in African Studies and Global Studies, and he is the Director of the
Leipzig Graduate School Humanities and Social Sciences. He has successfully applied for and
led a number of research projects including the DFG Priority Program 1448 “Adaptation and
Creativity in Africa” and is Board member of the Collaborative Research Programme DFG
SFB1199 “ Processes of Spatialization under the Global Condition”.

Prof. Dr. Katja Werthmann (University of Leipzig)

ORCID: 0000-0003-3782-003X
E-mail: katja.werthmann@uni-leipzig.de

Prof. Dr. Werthmann is Professor of Anthropology at the Institute of African Studies,

University of Leipzig. MA in Anthropology (1990) from Goethe University, Frankfurt/Main
and PhD in Anthropology (1996) from Free University Berlin. Habil (2004) in Anthropology
at the Johannes Gutenberg University Mainz. She has experience as Director of the MA in
African Studies, is a former Director of the Institute of African Studies, as well as former
President of the African Studies Association in Germany (VAD e.V.). Professor Werthmann
has succssfully applied for and led a number of research projects including “Doing the City:
Socio-Spatial Navigation in Urban Africa”, “Local Self-Governance for the Provision of
Security: Vigilantes in Burkina Faso” and “Cultural and Linguistic Contacts”.

j) Specification of available infrastructure, including laboratory, and non-financial

counterparts offered by Brazilian and German institutions

The Brazilian universities (UFMA, UFBA and UNICAMP) and the University of
Leipzig in Germany have extensive infrastructures that are adequate to the needs required for
the development of the project actions, including physical spaces, equipment and wide access
to the world web. In addition, they have libraries, museums, meeting and study rooms and
videoconferencing rooms. Some centers linked to Brazilian postgraduate programs and lines
of research around African studies have excellent and complete infrastructure (spaces,
equipment and staff) and they usually stimulate academic meetings and the reception of
researchers on work and studies missions.
At UFMA, there is the entire infrastructure of the Postgraduate Program in Public
Policies (PPGPP), as well as the Nucleus for Studies and Research on Africa and the Global
South (NEÁFRICA), which is linked to the Program and whose The room is air conditioned,
with internet access, containing five (5) computers, three (3) notebooks, one (1) printer, one
(1) meeting table, ten (10) chairs, three (3) steel cabinets, one (1) camcorder, three (3) voice
recorders, two (2) digital cameras and one 1 column drinking fountain.
The current physical structure of the PPGPP resulted from renovation work completed
in 2010 that expanded and resized all previously available space, including restrooms, the
library, living rooms, and creating access to the building for people with disabilities. The
Program has air-conditioned physical spaces with internet access and equipped with
computers, printers and data shows, providing the conditions for the development of the
academic-scientific activities proposed in this project.
This space is distributed as follows: one (1) office room; one (1) room for
coordination; one (1) room for the Public Policies Research Nucleus (NUPPP) where
activities related to the Public Policies Journal (Qualis A2), the International Public Policies
Journey and the Public Policies Research Seminar are developed; two (2) classrooms; one (1)
room for holding general meetings; one (1) room for meeting research centers and groups and
for student orientation; one (1) room for student meetings and assignments; one (1) large
operating room for the Computer Lab; a room for storing publications and consumables; one
(1) multimedia room, equipped with tables, fifty-one (51) chairs, two (2) projectors and
multimedia system, camcorder and big screen, which works for thesis and dissertation
defenses and as an auditorium for conferences and expanded meetings.
In addition, PPGPP houses in its building the Sectorial Library of Social Sciences and
a refectory. The PPGPP Computer Lab serves teachers, researchers and students of Program
and Undergraduate Courses at UFMA, particularly those who have a direct relationship with
the Research Groups linked to the Program. This laboratory has a trainee instructor who
monitors the work and provides technical support to users, nine (9) microcomputers with
internet access and two (2) printers are available in the lab.
 The results of the collective effort to consolidate PPGPP indicate its relevance to
Maranhão, in particular, to the Amazon and to the Northeast in Brazil. These results include
the development of three National Academic Cooperation Programs (PROCADS); the receipt
of prizes and honorable mentions by theses defended, highlighting the quality of the program
completion work; Development of Interinstitutional Masters and Doctorates; the international
articulation to assist six (6) students in thesis co-supervision with European countries (France
and Italy); the participation of students from other countries, especially students from the
African continent who graduate at the program.
At UFBA, this cooperation project has access to the facilities of the Center for African
and Oriental Studies (CEAO), which houses the various postgraduate rooms in Ethnic and
African Studies, the room of the Doctoral Factory of Ideas - Advanced Course in Ethnic and
African Studies – and its own library. It is noted that this library has over 10,000 volumes,
including books, magazines and theses, a specialized collection of national reference in Asian,
Afro-Brazilian and African studies, especially in works related to Southern and West Africa,
highlighting a set of materials on Portuguese colonial Africa. The Library has a newspaper
library, with clippings from major newspapers in Salvador, Rio de Janeiro and São Paulo,
estimated at 23,000 articles focusing on Afro-Brazilian culture and African and Asian themes
since the 1960s. Most of the collection Afro-Brazilian law has been digitalized and part of it is
already available on the CEAO website (www.ceao.ufba.br).
CEAO’s location, in the center of Salvador city, has facilitated the presence of a wider
and external audience in many of POSAFRO’s activities, thus providing an important service
to the academic community and the city in general. The two CEAO (UFBA) buildings offer
good infrastructure conditions, with two (2) classrooms (35 places), two (2) auditoriums (each
with seventy places), teacher rooms, three (3) classrooms for research projects and
undergraduate fellows, one (1) room for the Afrodigital Museum – Bahia section, one (1)
student room, one (1) coordination room, and one (1) room to the secretary of Program.
All the mentioned rooms and the library have desktop computers. The POSAFRO has
three (3) notebooks and two (2) multimedia projectors. The two larger auditoriums have wifi,
as well as the POSAFRO meeting room and the library reading room. Since their entry,
students of the program are encouraged to access scientific portals, including the Scielo and
CAPES journal portal. Since 2012, the Program has also incorporated the master’s theses and
dissertations in the Institutional Repository of UFBA (www.repositorio.ufba.br). It is
important to highlight the online availability of the Afro-Asia magazine, linked to the
institution and high level in the Qualis/CAPES.
 There is an important infrastructure provided by UNICAMP, mainly Basic Building
classrooms, which are widely used by the undergraduate. In addition, the Institute of
Philosophy and Human Sciences, where the Postgraduate Program in History History is
based, offers one (1) laboratory with a capacity of 60 people, two (2) auditoriums with a
capacity of 120 people and the Edgard Leuenroth Archive.
At UNICAMP, the Prof. Dr. Octávio Ianni Library, stands out as one of the main
libraries of Human Sciences in Brazil and Latin America. This recognition is mainly due to
the quality of its collection, which is a reference standard for researchers in the area. The
library has 206,577 books; 399 current journal titles; 2511 non-current journal titles; 5,544
theses; 253 electronic journals; 12 databases and 2,727 thesis and dissertation titles available
in digital media.
The presence of African students and researchers at Brazilian universities and the
University of Leipzig will contribute to the overall goals of the project, as it allows for
networking and exchange, which will form the basis for future cooperation agreements.

k) Description of the financial counterparts of the main and associated institutions and
foreign

The Brazilian institutions of this project will be able to offer some financial support
through funds provided by the UFMA, UFBA and UNICAMP Research and Graduate
Rectories, which provide assistance for the participation of students in scientific events,
coming from funding public like as the Graduate Support Program (PROAP/ CAPES).
Other resources come from research, extension or development projects coordinated
by team members during this Brazil-Germany cooperation project. Some of those projects can
be viewed in the attached CVs of Brazilian and German researchers. Additional resources will
come from large projects that take place annually with financial assistance from funding
agencies, such as the Factory of Ideas Program (UFBA), coordinated by Professors Livio
Sansone and Antonio Evaldo A. Barros; the Afro-Digital Museum project (an inter-
institutional action that brings together UFMA and UFBA); and the SFB1199 Processes of
Spatialization under the Global Condition at Leipzig University.

l) Description of the objective criteria for the selection process of the scholarship
candidates, as provided in this Call and in the General Regulations for International
Projects, and presentation of the indicators that will be used to measure the results of
the scholarship holders’ work.

The sandwich and postdoctoral fellowships for this project will be intended for
candidates who undergo a public selection process regulated by the general rules of the
Brazilian academic institutions, the provisions of CAPES, the General Regulations for
International Projects, the General Regulations of Scholarships abroad and by the CAPES /
DAAD – PROBRAL Call, respecting the basic selection guidelines, the foreign language
proficiency requirements and the modality requirements established by CAPES, the program
instruments, as well as any internal rules established by the institutions involved.
The terms of the public selection process formulated by the project team will be
publicized in advance, establishing the forms and deadlines for registration, number of
vacancies, duration of scholarships, necessary documentation to be submitted, date of
interview, and other relevant information regarding CAPES general rules, the duties and
rights of the fellow, and the general and specific objectives of the CAPES/DAAD –
PROBRAL project and any standards of Brazilian instituions of project, in accordance with
the annual work plan.
Once the application has been accepted, from the verification of the required and
necessary documentation, the selection will be made through a previously scheduled
interview conducted by a panel composed by the coordinator and two members of the
PROBRAL project’s main research team. The results will be posted on the webpages of the
graduate programs involved. Following publication of the results, there will be a period of one
week during which appeals against the results are allowed. Once the appeals have been
decided, the definitive list will be published. Those selected will be nominated by letter to
CAPES and to the University of Leipzig.
Sandwich PhD scholarships will be for students enrolled in the project’s participating
institutions (UFMA, UFBA and UNICAMP) and will be used for study at the University of
Leipzig. Postdoctoral fellowships will be awarded to PhD holders who are equally linked to
postgraduate programs in the Brazilian institutions involved to be enjoyed at the same foreign
institution mentioned. The scholarships for senior and junior professors are also intended for
professors linked to the Brazilian institutions participating in the project, coordinators in
Brazil and other professional team members.
Candidates for the sandwich doctoral fellowship must present, at the time of
registration, a research project that may be linked to the assumptions and objectives of the
CAPES/DAAD–PROBRAL project; present a letter of motivation, explaining their
expectations, availability, adaptability and compliance with the academic requirements of the
foreign institution; present evidence of language proficiency that must follow the parameters
described in item 1.5.3.4 (topic III) of the PROBRAL Call 14/2019 and will be the
responsibility of the candidates; have a commitment to meet the deadlines set for carrying out
the planned activities and returning to Brazil. Upon returning, the scholarship holder must:
deliver a detailed report of the activities performed and respective official evidences; make a
presentation to the group (physically or via videoconference) and publicize their academic-
scientific products from their project activities.
Postdoctoral fellows must provide equivalent documentation: an initial project
accompanied by a letter of intent and official supporting documentation, proof of language
proficiency must follow the parameters described in PROBAL Call 14/2019; should make
presentations at the foreign university: lectures, short courses or workshops; monitor the
activities that will be developed by doctoral fellows; hold regular (physical or
videoconferencing) meetings with the project's Brazilian and German researchers.
The selection of junior or senior professor scholarships must be made by a committee
composed of at least 51% of the researchers included in the project application, which must
include the coordinator.

m) Presentation of indicators that will be used to measure the results of the activities of
the beneficiaries of the work missions

The quality of the research undertaken and the achievement of the goals and objectives
proposed in this project and its work plan will be taken into account, when measuring project
results and the quality of work and study missions. In quantitative terms, the academic outputs
will be counted, such as presentation of papers at events, publications resulting from the
development of the project and the level of expansion of cooperation networks made possible
by the project. Teaching and supervision activities undertaken by researchers during their
stays at the University of Leipzig and the degree of achievement and transfer of results from
these activities will also be considered.

n) Other relevant information, including a summary of results achieved through other

international cooperation projects previously funded by Capes, when available
 The current project is in line with the team of scholars’ previous experience in
international cooperation projects, some of which have been funded by CAPES, while others
received support from CNPq or research support foundations in the states of Maranhão, Bahia
and São Paulo (FAPEMA, FAPESB and FAPESP). Prof. Dr. Livio Sansone has been
developing, for some years and together with a national team (UFMA, UFPE and UERJ), the
project of the Digital Museum of African Memory in Brazil - Bahia session -
www.museuafrodigital.ufba.br. This project has received support from the Netherlands Prins
Claus Foundation, Capes Pro-Culture Program, FINEP and CNPq’s Pro-Africa Program, and
works in partnership with the National Research Network. In Maranhão, the Afro-Digital
Museum of Maranhão (MADMA / UFMA) - http://www.museuafro.ufma.br, currently has the
coordination of Prof. Dr. Antonio Evaldo Almeida Barros, proponent of this CAPES-
DAAD/PROBRAL Call.
In addition, the research connects to various discussions in which we have participated
in national and international groups and networks, which has resulted in publications,
colloquiums and academic events such as Fabrica of Ideias, which has been attended by
researchers from different regions of the world, and presented itself as a relevant moment for
closer approximation between UFMA and UFBA and the Institute of African Studies of the
University of Leipzig.
There are other important individual projects developed by members of this project
that focus on the African continent or Brazil and are relevant to this proposal

- Black populations and higher education in Brazil (2002-2004) - coord. Prof. Dr.
Omar Ribeiro Thomaz (UNICAMP). Description: The research had three axes that
guided our activities: the systematization and analysis of indicators (mainly from
Provão data, but also from other databases, such as IBGE, PNAD, etc.), the critical
balance. More than a decade of public debate in Brazil (focusing on both the
national press and the impact of the Durban Conference on the one hand) and the
interpretation, through qualitative research methods, of the experience of black
students enrolled in courses divided between universities and higher education
centers in São Paulo. Funding agency: CAPES / Ford Foundation. Project results:
It involved 3 undergraduate, 1 master and 1 doctoral students, and resulted in a
publication.
- States, inequalities and new technologies - research and technological innovation
cooperation project between UFBA and INEP / Guinea-Bissau - Pro-International
 Mobility (2013-2017) - coord. Prof. Dr. Claudio Alves Furtado (UFBA).
Description: The project built the foundations for a graduate program in social
sciences at the Guinea Bissau National Institute for Studies and Research in
partnership with UFBA, as well as exchanged teachers, students and researchers
from Guinea-Bissau and from Brazil. This exchange aims at undergraduate and
postgraduate studies at both UFBA and Guinea-Bissau (INEP and Amílcar Cabral
University). Funding agency: CAPES / AULP.
- The Africa Food Procurement Program and International Development Cooperation
(2014-2015) - coord. Prof. Dr. José de Ribamar Sá Silva. Description: The main
objective of the research was to analyze the implementation of the Food Acquisition
Program (PAA) in five African countries: Ethiopia, Malawi, Mozambique, Niger and
Senegal. It was based on the joint initiative of the Brazilian Government and
international organizations, in the context of development cooperation.
- Postgraduate Studies in African Studies: Grants to Construct the Master of Science
proposal Africans and Afro-Brazilians at the Federal University from Maranhão
(2018-present) - coord. Dr. Marcelo Pagliosa Carvalho (UFMA). Description: This
project analyzes the postgraduate courses in African Studies offered at renowned
European universities (in Portugal, England and Germany) to set up a Master’s
Program in African Studies at UFMA. Interim Result: 1st International Working
Mission of the Brazilian Team to the African Studies Institutes of Leipzig University
and Bayreuth University (July 2019).

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