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

Course contents

For some time now, western culture has witnessed the flourishing of narratives focused on the topos of the apocalypses and / or of the world following a catastrophe. The course is intended as a reflection on this hot topic in contemporary Hispano-American literature trying to identify its origins, development and local peculiarities in authors such as Yuri Herrera, Rafael Pinedo, Edmundo Paz Soldán, Ariel Luppino, Pedro Mairal

Readings/Bibliography

Primary Sources:

 

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

 

-Herrera, Yuri. La transmigración de los cuerpos. Madrid: Periférica, 2013.

 

-Paz Soldán, Edmundo. Los días de la peste. Malpaso Ediciones SL, 2017.

 

-Un testo a scelta tra:

 

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

Pinedo, Rafael. Frío. Madrid: Salto de página, 2004.

Pinedo, Rafael. Subte. Madrid: Salto de Página, 2006.

 

-Un testo a scelta tra:

Luppino, Ariel. Las Brigadas. La Plata, Club Hem, 2017.

Luppino, Ariel. Las máquinas orientales. La Plata, Club Hem, 2019.

 

Secondary Sources:

 

 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.]

 

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

Fruhbeck Moreno, Carlos. “Plop O El Lenguaje De Apocalipsis.” Sobrenatural, Fantástico Y Metarreal. La Perspectiva De América Latina. Eds. Barbara Greco, and Laura Pache Carballo. Madrid: Biblioteca Nueva, 2014.

Further indications will be provided at the beginning of classes.

Teaching methods

Due to the Covid emergency, the course will be held partly online (first half of the course) and partly in attendance according to the methods indicated by the University and the Department. (more information about this will be provided during the lessons)

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.

Office hours

See the website of Edoardo Balletta