Latin American Literature 3
A.Y. 2023/2024
Learning objectives
The course offers a deepening of the main aspects and problems of contemporary Hispanic American literature, through the analysis, in a historical-cultural perspective, of genres, movements and styles. The aim is to provide the necessary skills to allow students to interpret comparatively complex literary phenomena of the contemporary world, deepening the thematic, structural, stylistic components in order to achieve an understanding of the underlying symbolic constructs.
Expected learning outcomes
Knowledge and understanding: the student possesses an advanced critical-interpretative ability of the main reference texts of contemporary Hispanic American literature, also dominates the main critical theories and methodologies of the discipline. Applied skills: the student is able to recognize the literary value of a work and to return it in complete autonomy, identifying its historical and social implications and identifying its main formal and stylistic characteristics, through the methodologies and tools of literary analysis acquired. It is also capable of acquiring and reworking the acquired disciplinary contents in complete autonomy and with a critical spirit.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
Writings of the self in Hispanic American literatures.
Starting from the idea that autobiographical texts can trace the sensitive cartography of a country, its history, morals, customs, and rituals, this course will be devoted to exploring the link between writing and autobiographical "posing," that is, the way the countless masks of the self take shape in the materiality of the text. We will focus on the various structures, languages and rhetorical resources used to shape the faces of the self in different cultural contexts. What do they tell us about hierarchies, power, and the fragmentation of the subject in contexts of crisis? After framing the theoretical problem of autobiography, we will reflect on the lights and shadows of the desire for modernity that inhabits the 20th century through the transgressive voices of Quiroga, Agustini, Storni, De la Parra). In the second instance, we will analyze the autobiographical writings of the 20th century as a way of articulating a space-other (Arguedas, De Burgos, Pizarnik). We will consider, further, the self constructed from decisive political positions in the last decades of the last century, in the prism of the critique of colonialist, class and heterormative hierarchies (Castellanos Moya, Lemebel). Finally, we will examine the writings of the 21st-century self, which deal in contemporary ways with issues such as homophobia, gender violence, racism, extractivism, and forced migration (Sosa Villada, Rivera Garza, Weiner, Zamora).
Starting from the idea that autobiographical texts can trace the sensitive cartography of a country, its history, morals, customs, and rituals, this course will be devoted to exploring the link between writing and autobiographical "posing," that is, the way the countless masks of the self take shape in the materiality of the text. We will focus on the various structures, languages and rhetorical resources used to shape the faces of the self in different cultural contexts. What do they tell us about hierarchies, power, and the fragmentation of the subject in contexts of crisis? After framing the theoretical problem of autobiography, we will reflect on the lights and shadows of the desire for modernity that inhabits the 20th century through the transgressive voices of Quiroga, Agustini, Storni, De la Parra). In the second instance, we will analyze the autobiographical writings of the 20th century as a way of articulating a space-other (Arguedas, De Burgos, Pizarnik). We will consider, further, the self constructed from decisive political positions in the last decades of the last century, in the prism of the critique of colonialist, class and heterormative hierarchies (Castellanos Moya, Lemebel). Finally, we will examine the writings of the 21st-century self, which deal in contemporary ways with issues such as homophobia, gender violence, racism, extractivism, and forced migration (Sosa Villada, Rivera Garza, Weiner, Zamora).
Prerequisites for admission
The course is held in Spanish. The examination materials and bibliography will be entirely in Spanish and presuppose skills in literary history, use of terminology and critical analysis acquired in previous courses (Hispanic American Literature 2).
Teaching methods
The course adopts the following teaching methods: frontal lectures; readings and commentary on the works in the program; seminar lessons.
Teaching Resources
TESTI TEORICI
Amaro, Lorena. "Introducción", en La pose autobiográfica. Ensayos sobre narrativa chilena, Santiago de Chile: Ediciones Universidad Alberto Hurtado, 2019.
Amaro, Lorena. Vida y escritura. Teoría y práctica de la autobiografía, Santiago de Chile: Ediciones UC, 2009.
De Man, Paul. "La autobiografía como desfiguración". Anthropos 29 (1991), pp.113-118.
Giordano, Alberto. "Notas sobre diarios de escritores". ALEA 19/3 (2017), pp. 703-713.
Molloy, Sylvia. Acto de presencia: la escritura autobiográfica en Hispanoamérica, Ciudad de México, El Colegio de México, 1996.
PARTE A
Horacio Quiroga, "Diario de viaje a París", in Quiroga íntimo. Correspondencia. Diario de viaje a París, ed. Erika Martínez, Madrid, Páginas de espuma, 2010.
Delmira Agustini, "Cartas a Rubén Darío", in Cartas de amor y otra correspondencia íntima, Montevideo, Cal y Canto, 2006.
Alfonsina Storni, Autorretratos, in Obras. Prosa: Narraciones, periodismo, ensayo, teatro, Tomo II, ed. Delfina Muschietti, Buenos Aires: Losada, 2002.
Teresa de la Parra, "Diario de Bellevue-Fuenfría-Madrid (1931-1936", in Obra (Narrativa, ensayos, cartas), Caracas, Ayacucho, 1982, pp. 447-470.
PARTE B
José María Arguedas, "Diario", "Cartas", in El zorro de arriba y el zorro de abajo, Santiago de Chile, LOM ediciones, 2015.
Julia de Burgos, "Diario", en José Antonio Rodríguez Pagán. Julia en blanco y negro. San Juan, P.R.: Sociedad Histórica de Puerto Rico, 2000, pp. 411-424.
Alejandra Pizarnik, Diarios, Barcelona, Lumen, 2003.
PARTE C
Horacio Castellanos Moya, "La guerra: un largo paréntesis", "Breves palabras impúdicas", in Breves palabras impúdicas. Un ensayo y cuatro conferencias, San Salvador, CCESV, 2010, https://issuu.com/ccespanasv/docs/breves_palabras_imp__dicas
Pedro Lemebel, "Manifiesto: Hablo por mi diferencia", in A corazón abierto. Geografía literaria de la homosexualidad en Chile, ed. Juan Pablo Sutherland, Santiago de Chile, Sudamericana, 2001,
http://www.memoriachilena.gob.cl/archivos2/pdfs/MC0041561.pdf
Camila Sosa Villada, Las malas, Barcelona, Tusquets, 2019.
Cristina Rivera Garza, El invencible verano de Liliana, Penguin Random House, 2021.
Amaro, Lorena. "Introducción", en La pose autobiográfica. Ensayos sobre narrativa chilena, Santiago de Chile: Ediciones Universidad Alberto Hurtado, 2019.
Amaro, Lorena. Vida y escritura. Teoría y práctica de la autobiografía, Santiago de Chile: Ediciones UC, 2009.
De Man, Paul. "La autobiografía como desfiguración". Anthropos 29 (1991), pp.113-118.
Giordano, Alberto. "Notas sobre diarios de escritores". ALEA 19/3 (2017), pp. 703-713.
Molloy, Sylvia. Acto de presencia: la escritura autobiográfica en Hispanoamérica, Ciudad de México, El Colegio de México, 1996.
PARTE A
Horacio Quiroga, "Diario de viaje a París", in Quiroga íntimo. Correspondencia. Diario de viaje a París, ed. Erika Martínez, Madrid, Páginas de espuma, 2010.
Delmira Agustini, "Cartas a Rubén Darío", in Cartas de amor y otra correspondencia íntima, Montevideo, Cal y Canto, 2006.
Alfonsina Storni, Autorretratos, in Obras. Prosa: Narraciones, periodismo, ensayo, teatro, Tomo II, ed. Delfina Muschietti, Buenos Aires: Losada, 2002.
Teresa de la Parra, "Diario de Bellevue-Fuenfría-Madrid (1931-1936", in Obra (Narrativa, ensayos, cartas), Caracas, Ayacucho, 1982, pp. 447-470.
PARTE B
José María Arguedas, "Diario", "Cartas", in El zorro de arriba y el zorro de abajo, Santiago de Chile, LOM ediciones, 2015.
Julia de Burgos, "Diario", en José Antonio Rodríguez Pagán. Julia en blanco y negro. San Juan, P.R.: Sociedad Histórica de Puerto Rico, 2000, pp. 411-424.
Alejandra Pizarnik, Diarios, Barcelona, Lumen, 2003.
PARTE C
Horacio Castellanos Moya, "La guerra: un largo paréntesis", "Breves palabras impúdicas", in Breves palabras impúdicas. Un ensayo y cuatro conferencias, San Salvador, CCESV, 2010, https://issuu.com/ccespanasv/docs/breves_palabras_imp__dicas
Pedro Lemebel, "Manifiesto: Hablo por mi diferencia", in A corazón abierto. Geografía literaria de la homosexualidad en Chile, ed. Juan Pablo Sutherland, Santiago de Chile, Sudamericana, 2001,
http://www.memoriachilena.gob.cl/archivos2/pdfs/MC0041561.pdf
Camila Sosa Villada, Las malas, Barcelona, Tusquets, 2019.
Cristina Rivera Garza, El invencible verano de Liliana, Penguin Random House, 2021.
Assessment methods and Criteria
The exam consists of an individual interview, which includes questions posed by the lecturer, interaction between lecturer and student and the analysis and commentary of one or more excerpts from the works on the programme. The interview will take place in Spanish. The interview aims to verify
- the ability to contextualise authors and works
- the ability to comment on and analyse the text
- Accuracy in the use of specific terminology and ability in exposition
- the capacity for critical and personal reflection on the themes proposed
- linguistic skills
The final grade is expressed in thirtieths, and the student is entitled to refuse it (in which case it will be recorded as "withdrawn").
For attending students, in itinere tests will be introduced at the conclusion of the various modules. The nature of the tests and the evaluation grid will be communicated during the first lesson of the course, which will be recorded.
Other informations:
International or Erasmus incoming students are invited to contact the course lecturer in good time.
Examination arrangements for students with disabilities and/or DSA must be agreed with the lecturer, in agreement with the relevant office
- the ability to contextualise authors and works
- the ability to comment on and analyse the text
- Accuracy in the use of specific terminology and ability in exposition
- the capacity for critical and personal reflection on the themes proposed
- linguistic skills
The final grade is expressed in thirtieths, and the student is entitled to refuse it (in which case it will be recorded as "withdrawn").
For attending students, in itinere tests will be introduced at the conclusion of the various modules. The nature of the tests and the evaluation grid will be communicated during the first lesson of the course, which will be recorded.
Other informations:
International or Erasmus incoming students are invited to contact the course lecturer in good time.
Examination arrangements for students with disabilities and/or DSA must be agreed with the lecturer, in agreement with the relevant office
Unita' didattica A+B
L-LIN/06 - LATIN AMERICAN LANGUAGES AND LITERATURES - University credits: 6
Lessons: 40 hours
Professor:
Pleitez Vela Tania Raquel
Unita' didattica C
L-LIN/06 - LATIN AMERICAN LANGUAGES AND LITERATURES - University credits: 3
Lessons: 20 hours
Professor:
Scarabelli Laura
Professor(s)