30326 - Hispano-American Literature 2 (2nd cycle)

Academic Year 2018/2019

Learning outcomes

The student possesses 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. He knows and is able to use the practical methodologies for the analysis and interpretation of literary text

Course contents

Asce di guerra. Narrating "the real" in Latin America

"Le storie non sono che asce di guerra da disseppellire" (Wu Ming).

The course stems from a reflection on a constellation of texts and other cultural practices that, overcoming the aesthetics of classical realism, aim to recount the real as a means of testimony and denunciation, as a practice of political positioning.

After a theoretical-methodological reflection on the ways, forms and themes of this new and urgent trend in Latin American culture, the course will focus on the exemplary analysis of some of these texts.

Readings/Bibliography

Primary sources:

Rodolfo Walsh, Operación masacre, Buenos Aires, Ediciones de la Flor, 1972 [1957].

Cristián Alarcón, Cuando me muero quiero que me toquen cumbia, Buenos Aires, Peunguin Random House Aguilar, 2012 [2003].

Marta Dillon, Aparecida, Buenos Aires, Penguin Random House, 2015.

 Sara Uribe, Antígona González, Oaxaca, Sur+ Ediciones, 2012 [https://poesiamexa.files.wordpress.com/2016/06/antc3adgona-gonzc3a1lez.pdf ]

Oscar Martínez, Los migrantes que no importan, Sur+ Ediciones, 2013

Alma Guillermoprieto (coord.), 72migrantes.com, Ciudad de México, Almadia.

Sandra Lorenzano, La estirpe del silencio, Ciudad de México, Seix Barral, 2015.

 

Secondary sources:

Alberto Chillón, La palabra facticia: literatura, periodismo y comunicación(28). Universitat de València, 2014.

Roberto Herrscher, Periodismo narrativo. Cómo contar la realidad con las armas de la literatura. Barcelona: Universitat de Barcelona, 2016.

Antonio López -Hidalgo (coord.), Periodismo narrativo en América Latina, Quito, CIESPAL, 2017.

Further Readings:

Georg Gugelberger, The real thing: Testimonial discourse and Latin America. Duke University Press, 1996 (selezione).

Elzbieta Sklodowska, Testimonio hispano-americano. Historia, teoría, poética. Frankfurt: Peter Lang, 1992 (selezione).

Dominic La Capra, Escribir la historia, escribir el trauma. Nueva Visión, 2005 (selezione).

Jara, R., & Vidal, H. (Eds.), Testimonio y literatura. Minneapolis: Institute for the Study of Ideologies and Literatures, 1986 (selezione).

Marcela Zamora (dir.) et al., María en tierra de nadie (documental, El Salvador, 92'26'', Ruido Photo y Elfaro.net, 2011).

Ponces, Arnau, Soteras, En el camino. México. La ruta de los migrantes que no importan, Barcelona, Blume, 2010 [reportaje fotográfico].

Daniela Rea et. al., Cadena de mando, http://cadenademando.org, proyecto online multimedial.

Bibliography for GEMMA-Master Program students:

Primary sources:

Rodolfo Walsh, Operación masacre, Buenos Aires, Ediciones de la Flor, 1972 [1957].

Marta Dillon, Aparecida, Buenos Aires, Penguin Random House, 2015.

Sara Uribe, Antígona González, Oaxaca, Sur+ Ediciones, 2012 [https://poesiamexa.files.wordpress.com/2016/06/antc3adgona-gonzc3a1lez.pdf ]

Oscar Martínez, Los migrantes que no importan, Sur+ Ediciones, 2013

Sandra Lorenzano, La estirpe del silencio, Ciudad de México, Seix Barral, 2015.

Secondary sources:

Alberto Chillón, La palabra facticia: literatura, periodismo y comunicación(28). Universitat de València, 2014.

Teaching methods

The course includes, in addition to lectures, the seminar investigation of certain issues relating to the sources studied, as well as the instruments, theoretical and methodological, relevant to their study (more information in this regard will be provided during class).


Assessment methods

The exam will be divided into two parts: (a) paper (tesina) of approx. 15 pages and (b) oral exam.
(A) The paper (which must be delivered to the teacher at least one week before the date they intend to take the exam), this will be the analysis of a topic or text that has been dealt with during the course. (Non-attendingstudents are strongly invited to contact the teacher for useful guidance on this).

A coherently developed essay, well written, does not have a certain perspicacity interpretative 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, insufficiently developed, scarcely, or entirely related to the themes that are touched in the course, or obviously the result of copy and paste, will not allow the student to be admitted to the oral exam.

(B) The oral examination will consist of an interview about the subjects of the course. As for the first year, the interview will be aimed at evaluating the critical and methodological abilities matured by the student who will have to demonstrate appropriate knowledge of the content of the texts examined and the proposed bibliography. The achievement by the student of an organic vision of the themes dealt with in conjunction with their critical use, the demonstration of expressive and specific language skills will be evaluated with excellence marks.
Mostly mnemonic knowledge of the subject, inadequate 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 inappropriate expression will lead to judging between sufficiency and little more.
Lack of training, inappropriate language, lack of orientation within the content and bibliographic materials proposed in the program will only be evaluated negatively.

Teaching tools

Images, texts and powerpoint slides


Office hours

See the website of Edoardo Balletta