Spanish American Literature: from the Indian Chronicles to Modernismo
Code: 106351Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Spanish Language and Literature | OB | 2 |
Contact lecturer
- Name :
- Alba Saura Clares
- Email :
- alba.saura@uab.cat
Teaching staff
- Beatriz Ferrus Anton
Group languages
You can consult this information at the end of the document.
Prerequisites
By obtaining the minimum of credits in basic training subjects, students have demonstrated to have acquired the basic competences and they will be able to express themselves orally and in writing d to reflect critically on Latin American literary history and its analytical categories, which he has already studied in Introducción a la literatura hispanoamericana.
It is also expected that students know the general rules of submission of an academic work. However, students could apply the specific rules that the teacher of the subject may indicate to them, if they deem it necessary.
Objectives
"Spanish American Literature: from pre-Hispanic literature to the 19th century" is integrated into the subject of Colonial and Spanish-American Literature, which is part of the 108 credits of compulsory education of the Spanish Language and Literature Degree, which the student attends along with other subjects of Spanish language and literature.
This subject inaugurates the course of Spanish-American Literature in the Spanish Language and Literature Degree, within which it is responsible for introducing the student in the chronological period that goes from the indigenous literatures to the 19th century. Since it is the first time that students enter the critical reality of literature in Latin America, it is very important to teach them to think about the differences and similarities that exist between the object "Hispanic American literature" and the object "Spanish literature". As well as it is very important delving them into the specific problems of the Latin American critical field. Therefore, history of literature, historiography and criticism will be part of this subject. The fundamental objectives of the subject are, therefore, to make known the specificity of this object of study, while teaching how to to analyze it with the proper tools of the subject.
Learning outcomes
- Analyse inequalities due to sex or gender and gender bias in the field of social-historical knowledge.
- Use traditional sources to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
- Use digital tools to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
- Recognise the main periods of Western literary history and their general features.
- Apply the basic principles of literary text analysis.
- Carry out basic bibliographic research.
- Identify primary and secondary sources.
- Link a text with its context of literary production.
- Situate an author's production in a specific literary period.
- Analyse literary texts on the basis of the keys of the genre to which they belong.
- Point out similarities and differences between texts on the basis of relevant theoretical concepts.
- Comment on literary texts using specific methodologies.
- Identify the main sources of a literary text.
- Assess, through the analysis of literary productions, the prejudices and discriminations that may be included in actions or projects, in the short or long term, in relation to certain people or groups.
- Identify the main gender inequalities present in society through their representation in literary texts.
- Use the appropriate resources and methodology for an academic work.
- Organise content clearly and appropriately for oral presentation.
Contents
Block I. From the Chronicles to the Viceroyalties
- “America, the fourth part of the world” and the “mythical foundation.” Theoretical framework: transculturation, hybridity, post/decoloniality, alterity.
- The conquest: fiction and figuration.
- The self, otherness and nature. The “Carta” to Luis de Santángel and the Diarios of Cristóbal Colón.
- Mexico as narrative: from Hernán Cortés’s Cartas de relación to Bernal Díaz del Castillo’s Historia verdadera de la conquista de la Nueva España.
- Debates on the legitimacy of the conquest and the discourse of failure. Bartolomé de las Casas and the Indigenous question, and Los naufragios of Álvar Núñez Cabeza de Vaca.
- Towards the voice of the other: Indigenous and mestizo chroniclers. La Araucana, by Alonso de Ercilla, and Inca Garcilaso de la Vega.
Block II. Baroque Society and the Intellectual in the Colony
- American Baroque society.
- Baroque poetry.
- Baroque prose and the anticipation of the novel.
- Women in the colony: Sor Juana Inés de la Cruz.
- From the origins of theatre in Spanish America to colonial theatre.
- American Baroque theatre.
Block III. The Eighteenth and Nineteenth Centuries
- The Latin American eighteenth century and the preparation for emancipation: El Periquillo Sarniento, by José Joaquín Fernández de Lizardi.
- Discourses for nation-building: La cautiva and El matadero, by Esteban Echeverría; Facundo, by Sarmiento; and Martín Fierro, by Hernández.
- Women in the national imaginary. The sentimental novel and Sab, by Gertrudis Gómez de Avellaneda.
- Juana Manuela Gorriti and Clorinda Matto de Turner: the emergence of the professional woman writer.
- The nineteenth-century Spanish American short story. Costumbrismo and Tradiciones peruanas, by Ricardo Palma.
- Latin American theatre in the construction of national identity.
Block IV. The Color of Our America
- The essay and the construction of the Latin American: José Martí.
- Rubén Darío and Modernismo.
- Modernist and postmodernist women writers.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Tutorial | 13 | 0.52 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 |
| Personal wok, exam | 60 | 2.4 | |
| Classes | 50 | 2 |
The methodology is typical of the literary historiography, especially of the new Latin American studies; as well as of the cultural studies, feminism, postcolonialism and decolonialism. It is combined, in turn, with the proper tools of the commentary of texts.
The learning of this subject by the students is distributed as follows:
- Directed activities. These activities are divided into master classes and seminars and classroom practices led by the faculty, in which theoretical explanation is combined with discussion of all types of texts.
- Supervised activities. These tutorials are programmed by the teacher, dedicated to correcting and commenting on problems at different levels of literary analysis.
- Autonomous activities. These activities include both time devoted to individual study and production of papers and analytical comments written, as well as oral presentations.
- Evaluation activities. The evaluation of the subject will be carried out through written tests.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Work | 20% | 23 | 0.92 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 |
| Exam 1 | 40% | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 |
| Exam 2 | 40% | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 |
The evaluation continuous includes three aspects:
Two exams, where starting from a question related to each block, the student must write a report of the subject. The accuracy of contents, the way in which they are exposed and elaborated, the justification of ideas, the critical capacity will be taken into account; but, above all, the mastery of the work methodology from which the subject has been presented.
Exam 1. block 1 and 2.
Exam 2. block 3 and 4.
A supervised essay, where the student will go into depth on aspects studied in the class, elaborating a more extensive essay, on a script provided for such purpose. The work will be supervised by the teacher, who will set a timetable agreed with the student. Effort capacity, critical reflection, correct writing, justification of ideas, use of bibliography, search of material and compliance with the required deadlines will be taken into account.
The student who does not perform 1/3 or less of the three evaluation blocks will be considered "Not evaluated".
Punctuation
Exam 1: 4 points: 40%
Exam 2: 4 points: 40%
Essay: 2 points: 20%
To pass this subject, it is essential to obtain an average grade of 5.
Teachers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
The evaluation dates will be agreed during the first week of the course
Recovery exam
It should be taken into account that in order to be eligible for re-evaluation, students are obliged to attend all 2/3 the evaluable tests. The recovery follows the same exam/work model as the evaluation.
The evaluation unic includes three aspects:
Two exams, where starting from a question related to each block, the student must write a report of the subject. The accuracyof contents, the way in which they are exposed and elaborated, the justification of ideas, the critical capacity will be taken into account; but, above all, the mastery of the work methodology from which the subject has been presented.
Exam 1. block 1
Exam 2. block 2 and 3.
A supervised essay, where the student will go into depth on aspects studied in the class, elaborating a more extensive essay, on a script provided for such purpose. The work will be supervised by the teacher, who will set a timetable agreed with the student. Effort capacity, critical reflection, correct writing, justification of ideas, use of bibliography, search of material and compliance with the required deadlines will be taken into account.
The student who does not perform 1/3 or less of the three evaluation blocks will be considered \"Not evaluated\".
Punctuation
Exam 1: 3 points: 40%
Exam 2: 3 points: 40%
Essay: 4 points: 20%
To pass this subject, it is essential to obtain an averagegrade of 5.
The date of the single assessment will be communicated during the first week of the course.
Teachers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
By obtaining the minimum of credits in basic training subjects, students have demonstrated to have acquired the basic competences and they will be able to express themselves correctly verbally and in writing. For this reason, any spelling and expression errors (0,25 fault) that may be committed will lead to a score decrease in the final grade which could even result in a failure rating.
Activities, practical sessions and papers submitted in the course must be original and under no circumstances will the total or partial plagiarism of third-party materials published on any medium be admitted. Any submission of non-original material without properly indicating its origin will automatically result in a failure rating (0).
Restricted use of AI: For this subject a restricted use of AI technologies is allowed, as a support for bibliographic search, translation and text editing. The student will have to clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activities. Non-transparency in the use of AI in the evaluable activities will be considered a lack of academic honesty and may result in failure of the course.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the studentwill be given a zero as the final grade for this subject.
Erasmus and exchange students who request to advance an exam must present a document from their home university justifying their request.
Bibliography
Handbooks
-González Echevarría, Roberto y Pupo Walker, Enrique (2006): Historia de la literatura hispanoamericana. Del descubrimiento al modernismo, Madrid: Gredos.
-Madrigal, Íñigo, coord. (2008): Historia de la literatura hispanoamericana. Época colonial, Madrid: Cátedra.
-***Oviedo, José Miguel (1995): Historia de la literatura hispanoamericana. 1. De los orígenes a la Emancipación, Madrid: Alianza.
Block I
-Abellán, José Luis (1972): La idea de América Latina: origen y evolución, Madrid: Istmo.
-Campra, Rosalba (1987): América Latina: la identidad y la máscara, México: Siglo XXI.
-Cándido, Antonio (1987): “Literatura nacional, regional y latinoamericana” en Pizarro, Ana (coord.): Hacia una historia de la literatura hispanoamericana, México: El Colegio de México.
-Henríquez Ureña, Pedro (1947): Historia de la cultura de la América hispánica, México: FCE.
---(1949): Las corrientes literarias en América la América hispánica, México: FCE.
-Pizarro, Ana, ed. (1985): La literatura latinoamericana como proceso, Buenos Aires: Centro Editor de América Latina.
---(1987): Hacia una historia de la literatura latinoamericana, México: El Colegio de México.
-Rama, Ángel (1975): “Sistema literario y sistema social en Hispanoamérica” en VVAA: Literatura y praxis social en América Latina, Caracas: Monte Ávila.
---(1982): Transculturación narrativa en América Latina, México: Siglo XXI.
---(1984): Laciudad letrada, Hanover: Ediciones del Norte.
Block II
-Ainsa, Fernando (1977): Los buscadores de utopía, Caracas: Monte Ávila.
---(1984): “Tensión utópica e imaginario subversivo en Hispanoamérica”, ALHA, nº13.
-Ferrús, Beatriz (2008): La Monja de Ágreda, historia y leyenda de la dama azul en Norteamérica, Valencia: PUV.
-Fuentes, Carlos (1990): Valiente Mundo Nuevo. Épica, utopía y mito en la novela hispanoamericana, Madrid: Mondadori.
-Gruzinski, Serge (1990): La guerra de las imágenes. De Cristóbal Colón a Blade Runner (1492-1992), México: FCE
---(2007): El pensamiento mestizo. Cultura amerindia y civilización del Renacimiento, Barcelona: Paidós
****-Pastor, Beatriz (1993): Discurso narrativo de la conquista de América, Cuba: Casa de las Américas.
---(1996): El jardín y el peregrino: Ensayos sobre el pensamiento utópico latinoamericano (1492-1695), Amsterdam: Rodopi.
-Restall, Matthew (2003), Seven Myths of the Spanish Conquest, New York: Oxford University Press.
-Rosenblant, Ángel (1965): La primera visión de América y otros estudios, Caracas: Ministerio de Educación.
-***Todorov, Tzvetan (1987): La conquista de América. El problema del otro, México: Siglo XXI.
Block III and IV
-Anderson, Benedict: Comunidades imaginadas. Reflexiones sobre el origen y la difusión del nacionalismo, México: FCE, 2006.
-Jordán, Pilar y Dalla-Corte, Gabriela (2006): “Mujeres y sociabilidad en la construcción de los Estados Nacionales” en Morant, Isabel (dir.): Historia de las mujeres en España y América Latina. Del siglo XIX a los umbrales del XX, Madrid: Cátedra.
-Masiello, Francine (1997): Entre civilización y barbarie. Mujeres, Nación y Cultura literaria en la Argentina moderna, Argentina: Beatriz Viterbo.
-Pratt, Mary Louise (1997):Ojos imperiales, Buenos Aires: Universidad Nacional de Quilme.
-Salvatore, Ricardo (2002): Culturas imperiales, Buenos Aires: Beatriz Viterbo.
-Schmidt-Welle, Friedhelm (ed.): “Introducción: ficciones y silencios fundacionales” en Ficciones y silencios fundacionales. Literaturas y culturas poscoloniales en América Latina (siglo XIX), Madrid: Iberoamericana-Vervuet, 2003.
-Vieira Powers, Karen. Women in the Crucible of Conquest. The Gendered Genesis of Spanish American Society, 1500-1600. New Mexico: University of New Mexico Press, 2005.
Required readings
Selection by the teacher of various chronicle texts.
Bartolomé de las Casas, Brevísima relación de la destrucción de las Indias, Madrid, Cátedra. Also available at Cervantes Virtual: https://www.cervantesvirtual.com/obra-visor/brevsima-relacin-de-la-destruccin-de-las-indias-0/html/847e3bed-827e-4ca7-bb80-fdcde7ac955e_18.html
Alvar Núñez Cabeza de Vaca, Los naufragios, Madrid, Cátedra. Also available at Cervantes virtual: https://www.cervantesvirtual.com/obra-visor/naufragios--0/html/
Sor Juana Inés de la Cruz, Poemas. Selecció a càrrec del professor. Visitar el lloc web en Cervantes Virtual: http://www.cervantesvirtual.com/portales/sor_juana_ines_de_la_cruz/
Gertrudis Gómez de Avellaneda, Sab, Madrid, Cátedra. També es troba en Cervantes Virtual: http://www.cervantesvirtual.com/obra-visor/sab--0/html/ff1fa97c-82b1-11df-acc7-002185ce6064_4.html#I_0_
José Hernández, Martín Fierro, Madrid, Cátedra. També es troba en Cervantes Virtual: http://www.cervantesvirtual.com/obra-visor/el-gaucho-martin-fierro--1/html/ff29ee5a-82b1-11df-acc7-002185ce6064_2.html#I_0_
Esteban Echeverría, El matadero, Madrid, Cátedra. També es troba en Cervantes Virtual: http://www.cervantesvirtual.com/obra-visor/el-matadero-1871/html/ff17c72a-82b1-11df-acc7-002185ce6064_3.html#I_0_
Software
Teams
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 1 | Spanish | first semester | morning-mixed |