30081 - Spanish-American Literature 1 (LM)

Course Unit Page

Academic Year 2022/2023

Learning outcomes

Students possess in-depth knowledge of the history and development of Latin American literatures in Spanish, with particular attention to the relationship between literary texts and the historical, artistic and linguistic context. Students are also able to apply practical methodologies to the analysis and interpretation of a literary text.

Course contents

For some time in Western culture we have witnessed the flourishing of narratives centered on the topos of the now apocalypses and / or the world following a catastrophe. The course is proposed as a reflection on this burning topical issue in contemporary Spanish-American literature, trying to identify its origins, development and local peculiarities in authors such as Rafael Pinedo, Pedro Mairal Ariel Luppino, Emiliano Monge, Fernanda Trías.


Primary Sources:

Mairal, Pedro. El año del Desierto. Madrid: Salto de Página, 2010.

Pinedo, Rafael. Plop. Madrid: Salto de Página, 2002.

Pinedo, Rafael. Frío. Madrid: Salto de página, 2011.

Pinedo, Rafael. Subte. Madrid: Salto de Página, 2013.

 Monge, Emiliano. Tejer la oscuridad. Penguin Random House Grupo Editorial México, 2020.

Trías, Fernanda. Mugre rosa. Bogotá: Literatura Random House, 2020.

Secondary Sources:


Giulia Massini, Fine del mondo come fine dell’umano. Sei ipotesi post-apocalittiche dal 1901 al 2006. Il paradosso post-apocalittico del Novecento, in "Le parole e le cose. Letteratura e realtà", 4 luglio 2018 [http://www.leparoleelecose.it/?p=33385]

Meschiari, Matteo. Geografie del collasso. L’Antropocene in 9 parole chiave. Piano B Edizioni, 2021.

Malvestio, Marco. Raccontare la fine del mondo. Fantascienza e Antropocene, Milano, Nottetempo, 2021.

Bibliografia aggiuntiva per non frequentanti:

  • Un testo a scelta tra:

Berger, James. After the End : Representations of Post-Apocalypse. Minneapolis: University of Minnesota Press, 1999.

Kermode, Frank. The Sense of an Ending Studies in the Theory of Fiction. Oxford University Press, 1967. [Il Senso Della Fine. Studi Sulla Teoria Del Romanzo. Il Saggiatore, 2020.]

Žižek, Slavoj. Living in the End Times. New York: Verso, 2011. [Vivere Alla Fine Dei Tempi. Ponte alle Grazie, 2011.]

  • Un testo a scelta tra:

Reati, Fernando. “¿ Qué Hay Después Del Fin Del Mundo?«plop» Y Lo Post Post-Apocalíptico En Argentina.” Rassegna Iberistica 98 (2013): 27-43.

Bonacic, D. (2015). La barbarie y el retrato mítico de la catástrofe en “El año del desierto” de Pedro Mairal. Confluencia, 31(1), 110-119.

Ulteriori letture (consigliate, per frequentanti e non frequentanti):

Ghosh, Amitav. La grande cecità: il cambiamento climatico e l'impensabile, Vicenza, BEAT, 2019.

Morton, Timothy. Iperoggetti: filosofia ed ecologia dopo la fine del mondo, Roma, Nero, 2018.

Danowski, Deborah & Eduardo Viveiros de Castro. Esiste un mondo a venire? : saggio sulle paure della fine, Milano, Nottetempo, 2017.

La bibliografia è da ritenersi provvisoria. Ulteriori indicazioni saranno fornite all’inizio del corso

Teaching methods

The course includes, in addition to the lectures, the seminar in-depth study of some topics relating to the sources studied, as well as the theoretical and methodological tools relevant to their study.

Assessment methods

The exam will be divided into two parts: (a) preparation of a critical essay (essay) of ca. 15 records and (b) oral interview.
(a) Regarding the term paper (which must be delivered to the teacher at least one week before the date on which they intend to take the exam) it will be an analysis of a topic or a text addressed during the course. (Non-attending students are strongly encouraged to contact the teacher for useful information on this aspect).

An essay coherently developed, well written, not without a certain interpretive perspicacity will lead to an evaluation of excellence; the lack of one or more qualities mentioned, will lead to evaluations that will result in discrete or sufficient evaluations; an incoherent essay, insufficiently developed, scarcely or at all relevant to the subjects touched in the course, or manifestly the result of copying and pasting, will not allow to be admitted to the oral exam.

(b) The oral examination will consist of an interview which will cover the topics of the course. As for the first year, the interview will have the purpose of evaluating the critical and methodological skills acquired by the student who will have to demonstrate an appropriate knowledge of the contents of the texts examined and of the proposed bibliography. The student's achievement of an organic vision of the topics dealt with in a joint lesson with their critical use, the demonstration of an expressive mastery and specific language will be evaluated with marks of excellence.
The mostly mnemonic knowledge of the subject, in-depth synthesis and analysis skills and a correct but not always appropriate language will lead to discrete evaluations.
Approximate knowledge, superficial understanding, poor analytical skills and not always appropriate expression will lead to evaluations between sufficiency and little more.
Training gaps, inappropriate language, lack of orientation within the contents and bibliographic materials proposed in the program can only be evaluated negatively.

Teaching tools

Mainly, the video projection of images, texts and slides will be used. For a better organization of the materials and contents, the online platform of the course will be used, the materials made available are an INTEGRAL and NECESSARY (but not sufficient) part of the exam program.

Office hours

See the website of Edoardo Balletta