30081 - Spanish-American Literature 1 (LM)

Learning outcomes

The course has for object to deepen in the more interesting and meaningful themes in the Spanish American Literatures and, at the same time, to debate, with the active participation of the students, the most outstanding theoretical and methodological questions to them inherent.

El curso tiene por objeto profundizar en los temas de mayor interés y significación en las literaturas hispanoamericanas y al mismo tiempo debatir, con la activa participación de los estudiantes, las más relevantes cuestiones teóricas y metodológicas a ellos inherentes.

Course contents

The Words evoke Words: Modern Poetry in American Indian Languages. The Zapotecs of the Isthmus of Tehuantepec.

Since the 80s of the past century, a different sensitivity for American native cultures has allowed the birth and flowering of modern literatures in the indigenous languages of the Americas, from the Far North to Tierra del Fuego. In particular, in the cultural region called Mesoamerica (Mexico and Guatemala especially), numerous modern literatures in indigenous languages have flourished, such as the Nahuatl, the maya (in Tzeltal, Tzotzil, Ch’ol, Yucatec, Quiché, etc. variants), the Zapotec, the Tarahumara, the Otomi and others. The modern literature most long-lived is certainly that Zapotec, boasting more than a century of history. The genre that is most developed is the poem: a rich and refined poem, which fits with authority among the highest productions of contemporary Mexican literature. At two female voices, extremely significant and profound, of the Isthmus of Tehuantepec, the course will be especially devoted.

Readings/Bibliography

Sources

Cruz, Víctor de la

1983 En torno a las islas del mar océano, Juchitán (0axaca, México), Ayuntamiento popular de Juchitán;

1991 Jardín de cactus, México, Ediciones Toledo;

2006 Diidxa’ guie’. Poemas, México, INALI;

2013 Guie' sti' diidxazá. La flor de la palabra, Antología con estudio introductorio, México, UNAM;

Pineda Santiago, Irma

2005 Ndaani’ Gueela’. En el vientre de la noche, Juchitán (Oaxaca, México);

2006 Xilase nisado'. Nostalgias del mar, México, SEP;

2007 Xilase qui rié di’ sicasi rié nisa guiigu’. La nostalgia no se marcha con el agua de los ríos, México, Escritores en Lenguas Indígenas;

2008 Doo yoo ne ga’ bia’. De la casa del ombligo a las nueve cuartas, México, Comisión Nacional para el desarrollo de los pueblos indígenas;

2013 Guie’ ni zinebe. La flor que se llevó, México, Pluralia;

Sánchez Valdivieso, Francisco Javier [Pancho Nacar]

2007 Ti gueela’ nacahuido’. Una noche oscura, Traducción del zapoteco de Irma Pineda, Juchitán (Oaxaca, México), Bacaanda’ Ediciones;

Terán, Víctor

1994 Como un sol nuevo. Sica ti Gubidxa Cubi, México, Editorial Diana;

1995 Yuuba’ xtí’ Guendarusaana/El dolor del abandono, Fundación Guie’ Xhuuba’, 1995

2000 Xpacaanda’ cha’ ba’. El sueño del flojo, México, Escritores en lenguas indígenas – Unesco;

2003 Las espinas del amor. Ca guichi stí’ guendaranaxhii, México, Conaculta;

Toledo Paz, Natalia

2002 Ca guna gu bidxa, ca guna guiiba' risaca. Mujeres del sol, mujeres de oro,, Oaxaca (México), Instituto Oaxaqueño de las Culturas;

2004 Guie' yaase'. Olivo negro, México, ^[]Conaculta;

2004 Xtaga be'ñe' Flor de pantano, Antología personal, Oaxaca, México, Instituto Oaxaqueño de las Culturas;

2005 Guendaguti ñee sisi. La muerte pies ligeros, cuentos, México, F. C. E.;

2008 Didxaguca’ sti’ Lexu ne Gueu’. Cuento del Conejo y el Coyote, México, F. C. E.;

2016 Deche Bitoope. El dorso del cangrejo, México, Editorial Almadía;

Toledo Paz, Natalia y Rocío González

1990 Paraíso de fisuras, Oaxaca (México), Consejo Estatal para la Cultura y las Artes;

Studies

Brotherston, Gordon

1997 América indígena en su literatura. Los libros del cuarto mundo, México, FCE;

Cruz, Víctor de la

2007 El pensamiento de los Binnigula’sa’: cosmovisión, religión y calendario., con especial referencia a los binnizá, México, INAH;

2013 Guie' sti' diidxazá. La flor de la palabra, Antología con estudio introductorio, México, UNAM;

Ligorred, Francesc

1992 Lenguas indígenas de México y Centroamérica, Barcelona, Mapfre;

Maynez, Pilar

2003 Lenguas y literaturas indígenas en el México contemporáneo, México, UNAM;

Montemayor, Carlos

2001 La literatura actual en las lenguas indígenas de México, México, Universidad Iberoamericana;

2004 La voz profunda. Antología de la literatura mexicana contemporánea en lenguas indígenas, México, Joaquín Mortiz;

Morales Bermúdez, Jesús

1999 Antigua palabra narrativa indígena ch'ol, México, Plaza y Valdés;

Sandoval Aguilar, Zazil

1991 Lenguas indígenas de México, México, Ciesas;

Suárez, Jorge A.

1995 Las lenguas indígenas mesoamericanas, México, Ciesas.

The bibliography furnished above is to consider provisional. Ampler bibliographical indications will be furnished during the course and after its conclusión.

 

Teaching methods

The course includes , in addition to classroom teaching, the study in depht, with seminar mode, of some issues related to the studied sources, as well as of the instruments, theoretical and methodological, most relevant for their study.

Assessment methods

Students must prepare an essay (thesis) of 20 sheets, on average, on the topics of the course. The methods of composition of this essay will be presented by the teacher when the lessons will be about to end.

The oral examination will consist of an interview that will focus on the deepening and extension of the content of the work presented.

From the way in which the student will illustrate the arguments made in his essay will evaluate the methodological and critical skills acquired; he will have to prove at the same time, to have reached an adequate knowledge of the texts and topics discussed during the course.

An essay coherently developed, well-written, not without a certain interpretative perspicacity, accompanied by an oral discussion that shows, in addition to the above skills, a sure grasp of the language and of the scientific metalanguage used will lead to an assessment of excellence; the lack of one or more of the mentioned qualities, will lead to assessments that will translate into marks very good, good, discrete or sufficient; the test shall be deemed below the pass mark when, in addition to the inadequacy, thematic and expressive, of the essay, also the interview will be equally disappointing, both from the point of view of the knowledge acquired, and from that of presentation skills.

An essay inconsistent, ill-developed, poorly or not at all relevant to the themes covered in the course, or manifestly the result of copying and pasting, will not allow to be admitted to the oral test.

Teaching tools

We will apply, mainly, to the projection of texts, images and videos, prepared to the computer, with the possible software employement for the textual analysis.

Office hours

See the website of Giovanni Gentile Marchetti