This version of the course guide is provisional until the period for editing the new course guides ends.

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Contemporary History of Latin America (from 1945)

Code: 106196 ECTS Credits: 6
2025/2026
Degree Type Year
Contemporary History, Politics and Economics OB 3

Contact

Name:
Luis Botella Ivars
Email:
luis.botella@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

Knowledgement of Contemporary Latin American History (SS. XIX-XXI). It is important to know the precedents and historical foundations of America in the last eighty years.

Mastery of specific concepts to political science: among others those of revolution, populism, caudillism, revolutionary nationalism, national state, oligarchic liberal state, presidentialism, constitutionalism, militarism, neocolonialism, decolonialism, imperialism, indigenism,neoliberalism, extrem-right, drug trafficking.


Objectives and Contextualisation

The subject of Contemporary History of Latin America (since 1945) has like a main objective of showing analytically and critically the recent historical evolution of the notorious Latin America. For this reason, the vision or visions that come from the different periods and events of the various American contexts start from an analytical perspective based on comparative history, and have continued among the different American realities with others extra-American contexts.

Provide the necessary resources and instruments to acquire a solid knowledge of the subject, keeping in mind the different interpretations and the historiographical debates on the political, institutional, economic, social and cultural channels of contemporary Latin America of the period 1945-2023.


Competences

  • Assess the social, economic and environmental impact when acting in this field of knowledge.
  • Distinguish between and analyse the type of relations that have been established over the last century among the different social, political and economic agents on national, regional and international frameworks.
  • Distinguish between governmental decision-making systems in different social and political contexts from the mid-twentieth century to the present day in state-, substate and suprastate frameworks.
  • Explain and summarise knowledge acquired in English language at an advanced level.
  • Identify the role in the present of the different social memories referring to conflictive pasts, differentiating between the concepts of history and memory.
  • Manage and apply data to solve problems.
  • Recognise and contextualise texts referring to recent contemporary history.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Work cooperatively in multidisciplinary and multicultural teams implementing new projects.

Learning Outcomes

  1. Analysing the various historiographical perspectives in the different periods of history.
  2. Applying the necessary abilities in order to assess and spread historical knowledge.
  3. Assessing and critically solving the historiographical problems of war studies.
  4. Be familiar with the basic bibliography on historical evolution of governmental systems in the countries of reference for the subject.
  5. Capacity to continue future learning independently, acquiring further knowledge and exploring new areas of knowledge.
  6. Communicating in your mother tongue or other language both in oral and written form by using specific terminology and techniques of Historiography.
  7. Demonstrate capacity to adapt to changing environments.
  8. Demonstrate initiative and work independently when required.
  9. Demonstrate motivation regarding the quality of the work performed and sensitivity regarding the consequences on the environment and society.
  10. Developing the ability of historical analysis and synthesis.
  11. Distinguishing the relation between historiographical theory and practice.
  12. Engaging in debates about historical facts respecting the other participants' opinions.
  13. Express an opinion based on the nature, perspective and rigour of texts referring to the course content.
  14. Identifying the main and secondary ideas and expressing them with linguistic correctness.
  15. Know different cases of memories in conflict between different places in different states.
  16. Know different cases of memories in conflict between different places in the same state.
  17. Make comparisons between the evolution of governmental systems within a supranational regional area.
  18. Organise work in relation to good time management and planning.
  19. Recognising and implementing the following teamwork skills: commitment to teamwork, habit of cooperation, ability to participate in the problem solving processes.
  20. Select and generate the information necessary for each problem, analyse it and take decisions based on that information.
  21. Understand regional specificities within states.
  22. Value ethical commitment in professional practice.
  23. Work in teams respecting all points of view. Use the specific vocabulary of history correctly.

Content

Topic 1. From Independence to the Oligarchic State (1833–1920)

  1. The Problem of National Identity in Latin America
    1.1. The Construction of National Identity
    1.2. The New Ibero-American States and the Indigenous Question
    1.2.1. The Indigenous Question in Mexico
    1.2.2. The Indigenous Question in Argentina
    1.3. National Identity after 1910

  2. Consolidation and Reconstruction: Problems in the Various American States
    2.1. The Fragmentation of Spanish America
    2.2. The Initial Formation of Latin American Nation-States
    2.3. Caudillismo
    2.4. The Economic and Social Consequences of Independence in Latin America

  3. The Oligarchic Era in Latin America
    3.1. The Integration of Latin America into the Global Market
    3.2. The Impact of World War I on the Continent
    3.3. The Oligarchic Order in Latin America 

Topic 2. The Crisis of the Oligarchic State and New Ideas of Revolution (1920–1940)

  1. Forms of Government in Latin America: From Democracies to Dictatorships
    1.1. Democracies
    1.2. Militarism

  2. The United States as a Hemispheric Power

  3. Theoretical Precedents of the Guerrilla Movements of the 1970s and 1980s: Thought and Revolution
    3.1. Introduction: The Mexican Revolution (1910–1920)
    3.2. Radical Peruvian Culture: Víctor Raúl Haya de la Torre and José Carlos Mariátegui
    3.2.1. Peru (1930–1940)
    3.2.2. Víctor Raúl Haya de la Torre
    3.2.3. José Carlos Mariátegui
    3.3. Nicaragua (1910–1934)
    3.4. El Salvador (1920–1932)

  4. The First Populist and National-Populist Movements Preceding Those of the 1940s and 1950s
    4.1. Mexico (1930–1940)
    4.1.1. The Situation Before National-Populism: The Government of Plutarco Elías Calles (1924–1928)
    4.1.2. The National Revolutionary State of Lázaro Cárdenas
    4.4. Argentina (1928–1930)

  5. Latin American Fascism: Right-Wing Revolutionary Nationalism

Topic 3. Background andFirst Phase of the Cold War (1930–1960)

  1. TheCold War
    1.1. Characteristics of the Cold War
    1.2. The United States and the Good Neighbor Policy
  2. The Populist Phenomenon in Brazil: The Vargas Era (1930–1945)
    2.1. The Vargas Era (1930–1945): Periods and Phases
    2.2. The "Nova República" (1930–1937)
    2.3. The Estado Novo Dictatorship (1937–1945)
    2.4. The Liberal Presidential Democracy (1945–1954)

  3. From the End of Yrigoyen’s Populism to Perón’s Populism in Argentina (1930–1955)
    3.1. Politics under Uriburu and Justo (1930–1938)
    3.2. Argentina During World War II
    3.3. The Rise of Perón (1943–1946)
    3.4. The Perón Government (1946–1955)

  4. From the Government of Alessandri to Ibañista Populism: Chile (1920–1958)
    4.1. The Government of Alessandri (1920–1925)
    4.2. Military Intervention and the New Constitution of 1925
    4.3. The Dictatorship of Carlos Ibáñez del Campo (1927–1931)
    4.4. The Second Presidency of Arturo Alessandri (1932–1938)
    4.5. The Popular Front (1938–1941)
    4.6. Continuation of the RadicalGovernment (1942–1952)
    4.7. The Return of Ibáñez (1952–1958)

  5. From the Sergeants' Revolt to the Bearded Men’s Revolution: Cuba (1933–1959)
    5.1. Introduction: Cuba Before the Rise of Fulgencio Batista (1898–1933)
    5.2. The Sergeants' Revolt and Batista's Governments (1933–1953)
    5.3. The Bearded Men’s Revolution (1953–1959)

Topic 4. Between Reformist Militarism and National Security States. The Diverse Military Corporatism (1960–1980)

  1. U.S. Foreign Policy (1960–1980)
    1.1. The Alliance for Progress
    1.2. The National Security Doctrine
    1.3. Operation Condor

  2. Cuba: The Consolidation of Revolutionary Power (1959–1980)
    2.1. Cuban Foreign Policy (1959–1962)
    2.2. Cuban Domestic Policy (1959–1980)
    2.3. The Figure of Fidel Castro (1959–1980)
    2.4. Social Trends (1959–1980)
    2.5. Exporting the Revolution

  3. Guerrilla Warfare in Latin America: The Cases of Nicaragua, Colombia, and Uruguay
    3.1. Introduction
    3.2. Nicaragua: From the Somoza Dynasty to the Sandinista Government (1934–1979)
    3.2.1. Introduction
    3.2.2. The Consolidation of the Somoza Government (1934–1951)
    3.2.3. Economic Transformation and the Founding of the Somoza Dynasty (1951–1971)
    3.2.4. The Fall of the Dynasty (1972–1979)
    3.2.5. The Consolidation of the Sandinista Government (1980)
    3.3. Colombia: From the "Independent Republics" to the Emergence and Early Actions of the FARC-EP (1958–1980)
    3.3.1. Introduction
    3.3.2. From the Independent Republics and Operation Marquetalia to the First Emergence of the FARC (1958–1964)
    3.3.3. Evolution of the FARC-EP Armed Struggle (1964–1980)
    3.3.4. The Origin of the National Liberation Army (ELN) (1964)

  4. Chile (1958–1980)
    4.1. The Conservative as Technocrat: Presidency of Jorge Alessandri (1958–1964)
    4.2. The “Revolution in Liberty”: Presidency of Eduardo Frei (1964–1970)
    4.3. The “Chilean Road to Socialism”: Presidency of Salvador Allende (1970–1973)
    4.4. The Pinochet Military Coup (1973)
    4.5. Pinochet’s Chile: Laissez-faire Economy and Authoritarian State (1973–1980)

  5. From the Presidency of Arturo Frondizi to the Argentine Military Junta (1958–1983)
    5.1. From the Presidency of Arturo Frondizi to the “Argentine Revolution” (1958–1966)
    5.2. The “Argentine Revolution” (1966–1973)
    5.3. The Return and Fall of Peronism (1973–1976)
    5.4. The National Reorganization Process (1976–1983)

  6. Reformist Militarism in Peru (1962–1980)
    6.1. Background of Reformist Militarism (1930–1961)
    6.2. The 1962–1963 Elections and First Presidency of Belaúnde Terry (1963–1968)
    6.3. Military Government and “Revolution from Above” (1968–1975)
    6.4. The “Second Phase” of the Military Government and the Transition to Civil Rule (1975–1980)

  7. Reformist Militarism in Bolivia (1964–1971)
    7.1. Military Government (1964–1978)

  8. Paraguay (1946–1989)
    8.1. Coalition Government and Civil War (1946–1947)
    8.2. The Colorados in Power (1947–1954)
    8.3. The State and Party under the Stroessner Regime (1954–1989)

  9. Uruguay (1972–1985)
    9.1. The Military Regime (1972–1985)

Topic 5. TheEnd of the Cold War and the Difficult Transitions to Democracy (1980–2000)

  1. U.S. Foreign Policy (1980–2000)
    1.1. The Reagan Doctrine (1981–1989)
    1.2. Diplomacy of the New World Order under George H.W. Bush (1989–1993)
    1.3. The Globalization Period under Bill Clinton (1993–2001)

  2. Chile: From Military Dictatorship to the Return of Democracy (1980–2000)
    2.1. Political Renewal and the End of the Dictatorship (1982–1990)
    2.2. Presidency of Patricio Aylwin Azócar (1990–1994)
    2.3. Presidency of Eduardo Frei Ruiz-Tagle (1994–2000)

  3. Argentina: From Raúl Alfonsín to Carlos Menem (1983–1999)
    3.1. Government of Raúl Alfonsín (1983–1989)
    3.2. Government of Carlos Menem: The Triumph of Neoliberalism (1989–1999)

  4. Nicaragua: Revolution and Counterrevolution—The Sandinista Government and the Contra War (1979–2002)
    4.1. From the NationalReconstruction Government Junta to Daniel Ortega’s First Term (1979–1990)
    4.2. From the Government of Violeta Barrios de Chamorro to Arnaldo Alemán Lacayo (1990–2002)

  5. Cuba Alone in Resistance (1980–2000)
    5.1. The Impact of the USSR’s Decline and Collapse on Cuba (1980–1991)
    5.2. Post-Soviet Cuba (1991–1999)
    5.3. Exiles, Opponents, and Dissidents (1999–2000)

Topic 6. Latin America in the 21st Century
6.1. The Rise of Neopopulism: The Transformation of Peronism into Kirchnerism
6.2. The Indigenous Challenge: Multinational Constitutionalism (Chile and Bolivia)
6.3. The Renewal of Revolutionary Nationalism: Chavismo and Madurismo in Venezuela
6.4. The Difficult—Perhaps Impossible—Pacification of Revolutionary Guerrillas and Drug Trafficking


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Classroom practices and seminars 7.5 0.3 1, 2, 3, 5, 21, 6, 15, 16, 7, 8, 10, 11, 4, 17, 13, 14, 9, 18, 12, 19, 20, 23, 22
teacher-led classes 50 2 1, 2, 3, 5, 21, 6, 15, 16, 7, 8, 10, 11, 4, 17, 13, 14, 9, 18, 12, 19, 20, 23, 22
Type: Supervised      
Tutorships 10.5 0.42 8, 11, 9, 18, 22
Type: Autonomous      
Personal study and historiographical work 75 3 1, 2, 5, 10, 11, 4, 13, 18, 22

1.- The main monitoring of the subject will be based on two weekly sessions of 1.5 hours where the teacher will disseminate and critically analyze the syllabus presented in the "Contents" section.

2.- The subject presented in the classroom through the teachers' explanations will be complemented by bibliographic material (the books shown in the Bibliography of this Teaching Guide and all kinds of articles delivered via Virtual Campus) and visual (presentations , power points and various images such as posters or photographs).

3.- In turn, the students, based on the preparation of four tests of different characteristics, will be able to demonstrate their degree of competence in the achievement of the knowledge disseminated from the teacher's explanations and the various bibliographic materials and visuals that will have been used throughout the semester.

4.- Obviously, there will be monitoring of the students by the teacher based on tutoring sessions/interviews where the evolution of the students will be analyzed and they will be guided in order to positively lead their academic career in the matter For this reason, students will be able to use the office hours offered by the teacher.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Test 1. Film essay 15 % 2 0.08 1, 2, 5, 6, 15, 8, 10, 11, 4, 13, 14, 9, 18, 12, 19, 20, 23, 22
Test 2. Written theory test in class 35 % 1.5 0.06 1, 2, 6, 7, 8, 10, 11, 13, 14, 9, 18, 12, 20, 22
Test 3. Written essay 15 % 2 0.08 1, 2, 3, 5, 21, 6, 15, 16, 7, 8, 10, 11, 4, 17, 13, 14, 9, 18, 20, 22
Test 4. Written theory test in class 35 % 1.5 0.06 1, 2, 5, 6, 15, 8, 10, 11, 4, 13, 14, 9, 18, 12, 19, 20, 23, 22

1. CONTINUOUS ASSESMENT

The basic evaluation process of the subject will be Continuous Assesment. This will be structured around the following four (4) tests:

First Test: It consists of a group work in which an essay is presented based on the viewing of a film or documentary framed within the thematic and chronological context of Latin America between 1900 and 2025, and which relates to the explanation given in class with a historiographical book on the subject. The objective of this test is to make a comparison between the vision attributed to historical events and figures in popular culture and that established by historiography.

Its numerical value corresponds to 15% of the final grade of the course.

 

Second Test: written test (exam format) that will cover approximately the first part of the subject's syllabus.

The essential material to work and prepare for this test will be made up of the following elements: books and articles selected by the teacher of the subject and found in the Bibliography of this Teaching Guide; Likewise, the books, book chapters and articles that the teacher of the subject has uploaded to the Virtual Campus until the date of this exam will also be elements of work and study. The Power-points provided on the Virtual Campus by the teacher of the subject can also be used as study guides.

The formal structure of this written test (exam format) will be determined, at the beginning of the semester and through the Virtual Campus, by the teacher of the subject.

Its numerical value corresponds to 35% of the final grade for the subject.

 

Third Test: An essay or essayistic commentary based on literary, political, or journalistic texts written by intellectuals, novelists, writers, or journalists, always linked and framed chronologically and thematically within the geographical scope of the subject.

The basic characteristics of this test and its submission will be determined at the beginning of the course and communicated through the subject’s Virtual Campus by the instructor.

Its numerical value corresponds to 15% of the final grade for the subject.

 

Fourth Test: written test (exam format) that will cover approximately the second half of the subject's syllabus.

The essential material to work and prepare for this test will be made up of the following elements: books and articles selected by the teacher of the subject and found in the Bibliography of this Teaching Guide; Likewise, the books, book chapters and articles that the teacher of the subject has uploaded to the Virtual Campus until the date of this exam will also be elements of work and study. The Power-points provided on the Virtual Campus by the teacher of the subject can also be used as study guides.

The formal structure of this written test (exam format) will be determined, at the beginning of the semester and through the Virtual Campus, by the teacher of the subject.

Its numerical value corresponds to 35% of the final grade for the subject.

 

2. IMPORTANT ELEMENTS TO TAKE INTO ACCOUNT TO PASS THE SUBJECT DURING THE CONTINUOUS EVALUATION:

1.- The four tests must be prepared, carried out and/or presented on the dates that the teacher of the subject indicates on the Virtual Campus.

2.- Any of the four tests will be considered passed when obtaining a score of 5 or higher.

3.- If you do not pass the continuous evaluation, tests 1 and 3 will have to be submitted again, if these, delivered late or suspended during the continuous evaluation, have not surpassed or equaled the grade of 5.

4.- Attendance to the class is, by definition, mandatory,  although it is only evaluated for the benefit of the student..

 

3.- EVALUATION OF THE SUBJECT IN THE RECOVERY PERIOD:

RecoveryTest: written test (exam format) to be taken on thedate designated by the dean of the Faculty of Letters, which will evaluate the entire set of topics established by the Teaching Guide for the subject.

This test will be performed by:

1.- those students who have not positively passed (with a numerical grade of 5 or higher) the Continuous Assessment made up of the four tests described in section “1. CONTINUOUS ASSESMENT”, as long as a) the provisional final grade is between 3.5 and 4.99; and b) the student has taken a minimum of tests whose value exceeds 75% equivalent to 2/3 of the final grade.

2.- The student who passes the course in the Recovery period will obtain a 5 as the maximum grade for the course.

 

4. SINGLE EVALUATION

1.- The student who takes advantage of this evaluation model will not take the Second and Fourth Test in the format and on the days established for Continuous Assessment like her classmates.

2.- The student who takes the Single Assessment will be evaluated on the contents of the Second and Fourth Test in a global exam of the entire subject that will take place on the day indicated by the teacher of the subject same day and in the same classroom in which the Fourth Test corresponding to the Continuous Assessment is carried out.

3.- That same day, the student receiving the Single Assessmentwill submit the First and Third Test in the format indicated by the teacher of the subject.

4.- Finally, the same reevaluation system will be applied to the student assigned to the Single Evaluation system as to the students enrolled in the Continuous Assessment.

 

5. NOT EVALUABLE

A student who has submitted a maximum of one third of the evaluation evidence will be considered "not evaluable".

 

6. PLAGIARISM

Evidence of plagiarism in any of the evaluable tests will lead to a negative evaluation of the test in which plagiarism was detected. The numerical grade for the test with evidence of plagiarism will be zero.

 

7. USE OF AI

In this course, the use of Artificial Intelligence (AI) technologies is not permitted at any stage. Any work that includes content generated with AI will be considered a breach of academic integrity and may result in a partial or full penalty on the activity’s grade, or more serious sanctions in severe cases.


Bibliography

Joan del ALCÁZAR et al., Història Contemporània d’Amèrica, València, Universitat de València, 2002.

Juan B. AMORES (coord.), Historia de América, Barcelona, Ariel, 2012 (pp. 451-959).

Leslie BETHELL (ed.), Historia de América Latina, Barcelona, Crítica, 1990-2002, vols. 11 a 16.

Olivier DABÈNE (dir.), América latina. El año político 2021/Les Etudes du CERI, n° 259-260, Enero 2022 [en línea, https://doi.org/10.25647/etudesduceri.259-260]

Patricia FUNES, HISTORIA MÍNIMA DE LAS IDEAS POLÍTICAS EN AMÉRICA LATINA, México D.F., El Colegio de México, 2014.

Eduardo GALEANO, Las venas abiertas de América Latina, Buenos Aires-México, Siglo Veintiuno Editores, 2004 [1971].

Gino GERMANI, Torcuato S. DI TELIA & Octavio IANNI, Populismo y contradicciones de clase en Latinoamérica,México D.F., Ediciones Era S.A., 1973.

Tulio HALPERIN DONGHI, Historia Contemporánea de América Latina, Madrid, Alianza Editorial, 1998.

Octavio IANNI, La formación del estado populista en América Latina, México, Ediciones Era, 1975.

Walter D. MIGNOLO, La idea de América Latina. La herida colonial y la opción decolonial, Barcelona, Gedisa editorial, 2005.

Héctor PÉREZ BRIGNOLI, Breve Historia de Centroamérica, Madrid, Alianza Editorial, 1990.

Vanni PETTINÀ, HISTORIA MíNIMA DE LA GUERRA FRIA EN AMERICA LATINA, Ciudad de México, El Colegio de México, A.C, 2018.

Thomas E. SKIDMORE i Peter H. SMITH, Historia contemporània de América Latina. América Latina en el siglo XX, Barcelona, Crítica, 1996.

Nicolás Trotta y Pablo Gentili (Compiladores), América Latina. La democracia en la encrucijada, Buenos Aires, Editorial Octubre, 2016.

Mario VARGAS LLOSA, Sables y utopías. Visiones de América Latina, Barcelona, Penguin Random House, 2016.

Loris ZANATTA, Historia de América Latina. De la Colonia al siglo XXI, Buenos Aires, Siglo Veintiuno Editores S.A., 2012.

Richard GOTT, Cuba. Una nueva historia, Madrid, Akal, 2007.

Ricardo ARIAS, Historia de Colombia contemporánea (1910-2010), Bogotá, Universidad de los Andes, 2011.

William SATER y Simon COLLIER, Historia de Chile (1808-2017), Madrid, Akal, 2018.

Ezequiel ADAMOVSKY, Historia de la Argentina. Biografía de un país. Desde la conquista española hasta nuestros días, Barcelona, Crítica, 2020.

Hugh TOMAS, Cuba, la lucha por la libertad, Madrid, Debate, 1971.

Franco SAVARINO y João FÁBIO (coord.), El fascismo en Brasil y América Latina, México, Instituto Nacional de Antropología e Historia, 2013.

Carlos GUILHERME y Adriana LÓPEZ, Historia de Brasil. Una interpretación, Salamanca, Ediciones Universidad Salamanca, 2009.

Álvaro GARCÍA, Márcio POCHMANN, René RAMÍREZ y Emir SADER, Historia contemporánea de América Latina y el Caribe, Madrid, Akal, 2023.


Software

It is the set of specific computer programs that are used during the development of the subject and that must be installed on the personal computer or that can be accessed from the computer classrooms. This information will be developed as the teaching and academic practice of the students progresses.

The following links allow you to consult the Academic regulations of the UAB and to which the student must adapt and make his/her own:

a. https://www.uab.cat/doc/TR_normativa_academica_UAB

b. Adaptation of the evaluation regulations at the Faculty: https://www.uab.cat/doc/normativa_avaluacio


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 50 Spanish first semester afternoon
(TE) Theory 50 Spanish first semester afternoon