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Spanish American Literature to 20th Century

Code: 106352 ECTS Credits: 6
2024/2025
Degree Type Year
2504012 Spanish and Chinese Studies: Language, Literature and Culture OB 2
2504211 Spanish Language and Literature OB 3
2504386 English and Spanish Studies OT 3
2504386 English and Spanish Studies OT 4
2504388 Catalan and Spanish Studies OT 3
2504388 Catalan and Spanish Studies OT 4

Contact

Name:
Alba Saura Clares
Email:
alba.saura@uab.cat

Teachers

Alba Saura Clares

Teaching groups languages

You can view this information at the end of this 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. For this reason, any spelling and expression errors that may be committed will lead to a score decrease in the final grade.

Activities, practical sessions and papers submitted in the course must be original and under no circumstances the total or partial plagiarism of third-party materials published on any medium will be admitted. Any submission of non-original material without properly indicating its origin will automatically result in a failure rating (0).

It is also expected that the student knows the general rules of submission of an academic work. However, the student could apply the specific rules that the teacher of the subject may indicate to him/her, if the professor deems it necessary.


Objectives and Contextualisation

“Hispanic-American Literature of XX century” is integrated into the section  Hispanic-American literature, which is part of the  credits of compulsory education of the Spanish Language and Literature Degree, which the student attends along with other Spanish language subjects.

This subject continues the subject of Hispano-American Literature in the Degree in Spanish Language and Literature, which opens with "Introduction to Hispano-American Literature" and continues with "Hispano-American Literature: from the Chronicles of the Indies to Modernism" and supposes its chronological continuity. As some of the aspects of 20th-century Spanish-American literature have already been introduced in the first year, it is now a matter of delving into the critical reality of Spanish-American literature of this period, where it is extremely important to teach to think about differences and similarities that exist between the object "Hispanic American literature" and the object "Spanish literature" for this stage. As well as delving into the specific problems of the Latin American critical field. Therefore, history of literature, historiography and criticism will go hand in hand in this matter. The fundamental objectives of the course are, therefore, to make known the specificity of this object of study, while teaching to analyze it from the tools of the field.


Competences

    Spanish and Chinese Studies: Language, Literature and Culture
  • Apply knowledge of Spanish and Latin American literature to the identification of genes, movements, tendencies and styles.
  • Comment on literary texts in Spanish and in Chinese, situate them historically and relate them to the literary trends to which they belong.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
    Spanish Language and Literature
  • Act in one's own field of knowledge evaluating inequalities based on sex/gender.
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
  • Identify the most significant periods, traditions, trends, authors and works in Spanish-language literature in their historical and social context.
  • Recognise the main theories, themes and genres of literature in the different Spanish-speaking countries.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Use digital tools and specific documentary sources to gather and organise information.
  • Use the methodology and concepts of literary analysis taking into account sources and contexts.
    English and Spanish Studies
  • Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Use digital tools and specific documentary sources to gather and organise information.
    Catalan and Spanish Studies
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
  • Recognise the most significant periods, traditions, tendences, authors and works in Catalan and Spanish literature in their historical and social contexts.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use digital tools and specific documentary sources to gather and organise information.
  • Use the methodology and concepts of literary analysis taking into account the sources and the historical and social context.

Learning Outcomes

  1. Analyse complete works of colonial and Latin American literary production from Modernism to the contemporary era.
  2. Analyse inequalities due to sex or gender and gender bias in the field of social-historical knowledge.
  3. Analyse literary texts on the basis of the keys of the genre to which they belong.
  4. Apply the basic principles of literary text analysis.
  5. 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.
  6. Carry out basic bibliographic research.
  7. Comment on Latin American literary texts from Modernism to the contemporary era from a rhetorical perspective.
  8. Comment on literary texts using specific methodologies.
  9. Contextualise the production of Latin American literature from Modernism to the contemporary period.
  10. Identify and analyse the main characteristics of Latin American literature from Modernism to the current day.
  11. Identify primary and secondary sources.
  12. Identify the main gender inequalities present in society through their representation in literary texts.
  13. Identify the main sources of a literary text.
  14. Interpret literary works critically taking into account the relations between the different areas of literature and its relation to human, artistic and social areas.
  15. Link a text with its context of literary production.
  16. Organise content clearly and appropriately for oral presentation.
  17. Point out similarities and differences between texts on the basis of relevant theoretical concepts.
  18. Present work in formats adapted to demands and personal styles, both individual and in small groups.
  19. Recognise the main periods of Western literary history and their general features.
  20. Relate literary aspects of different works of Spanish literature from Modernism to the contemporary period.
  21. Situate an author's production in a specific literary period.
  22. Use digital tools to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
  23. Use the adequate terminology in the construction of an academic text.
  24. Use the appropriate resources and methodology for an academic work.
  25. Use traditional sources to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.

Content

1.- Regionalism in the face of literary internationalization

  • 1.1 Three exemplary novels: José Eustasio Rivera, Ricardo Güiraldes and Rómulo Gallegos.
  • 1.2 The Mexican Revolution from the novel. Mariano Azuela and Nellie Campobello.
  • 1.3 Gabriela Mistral: poetic crossroads.

2.- Innovation, avant-garde and the problems of society.

  • 2.1 Vicente Huidobro, the poetic parachute trip.
  • 2.2 César Vallejo and Magda Portal. Peruvian poetry, formal experimentation and social commitment.

3.- The construction of a national scene: Roberto Arlt, Rodolfo Usigli, Isidora Aguirre and Virgilio Piñera.

4.- Poetry since the middle century: Octavio Paz, Pablo Neruda and Nicanor Parra.

5.- The Spanish American narrative from the 1930s to the 1950s.

  • 5.1 The “critical turn”: Asturias, Carpentier, Arguedas and Castellanos.
  • 5.2 Jorge Luis Borges, in the labyrinth of literary mirrors.
  • 5.3 Talking with the dead: María Luisa Bombal and Juan Rulfo.

6.- The Boom: aesthetic trends and technical innovations.

  • 6.1 Cartography of voices and works of the Boom: Carlos Fuentes, Vargas Llosa, Julio Cortázar, José Donoso, Idea Vilariño.
  • 6.2 The total novel: Cien años de soledad, by Gabriel García Márquez.
  • 6.3 Overcome Macondism and the voices of the post-boom.

7.- Literature and violence in the Southern Cone.

  • 7.1 The political theater of the seventies and eighties: Chile, Uruguay, Argentina.
  • 7.2 Writing in a dictatorship: La nona, by Roberto Cossa, and De a uno, by Aída Bortnik.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Elaboration of materials, personal study, preparation 73 2.92 2, 1, 3, 4, 17, 7, 9, 10, 6, 24, 23, 25, 11, 13, 12, 14, 16, 18, 19, 20, 21, 5, 15
Supervised tutorials 13 0.52 2, 1, 3, 4, 17, 7, 8, 10, 24, 23, 25, 11, 13, 12, 14, 16, 18, 19, 20, 21, 5, 15
Theoretical-practical classes 50 2 2, 1, 3, 4, 17, 7, 8, 9, 10, 23, 13, 12, 14, 19, 20, 21, 5, 15

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 written papers and analytical comments, as well as oral presentations.
  • Evaluation activities. The evaluation of the subject will be carried out through written tests.

 This subject applies the methodology of feminist literary studies and historiography and pays special attention to gender perspective. It combines aspects of literary historiography and literary criticism, as well as critical tools from cultural studies and postcolonial criticism.

 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Essay 34% 10 0.4 2, 1, 3, 4, 17, 7, 8, 9, 10, 6, 24, 23, 22, 25, 11, 13, 12, 14, 16, 18, 19, 20, 21, 5, 15
Exam 1 33% 2 0.08 2, 1, 3, 4, 17, 7, 8, 9, 10, 23, 13, 12, 14, 19, 20, 21, 5, 15
Exam 2 33% 2 0.08 2, 1, 3, 4, 17, 7, 8, 9, 10, 23, 22, 25, 13, 12, 14, 19, 20, 21, 5, 15

The evaluation continuous includes 3 blocks to be examined:

Exam 1, where a question will guide the student to write an analytical commentary on 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. Themes 1 and 2. 

Essay, starting from a topic approved by the teacher, the student must write an essay about 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. Themes 3 and 4. 

Exam 2, where a question  will guide the student to write an analytical commentary on 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. Themes 5 to 7. 

The student who does not perform any of the evaluation blocks will be considered “Not evaluated”.

Punctuation

  • Exam 1: 33%
  • Exam 2: 33%
  • Essay: 34%

The evaluation dates will be agreed during the first week of the courses

The evaluation unic includes 3 blocks to be examined:

Exam part 1, where a question will guide the student to write an analytical commentary on 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. Themes 1 and 2. 

Essay, starting from a topic approved by the teacher, the student must write an essay about 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. Themes 3 and 4. 

Exam part 2, where a question  will guide the student to write an analytical commentary on 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. Themes 5 to 7. 

The student who does not perform any of the evaluation blocks will be considered “Not evaluated”.

Punctuation

Exam 1: 33%

Exam 2: 33%

Essay:34%

The evaluation dates will be agreed during the first week of the courses

To pass the subject, in both cases, it is necessary to have taken both exams and delivered the work. An average of 5 must be obtained from all activities to pass. If not, you will have the opportunity to do the revaluation test provided that you have obtained 3.5 on average among all the proves. Students who have not taken one of the three tests will be considered "Not evaluable". Total or partial plagiarism will mean the total failure of the subject. Spelling errors will deduct 0.25 each. A test with more than 10 misses will be suspended.In the event that thestudent carries out any type of irregularity that may lead to a significantvariation in the rating of a certain evaluation act, this will be rated 0, regardless of the disciplinary process that may arise from it. In the event that several irregularities are verified in the evaluation acts of the same subject, the final grade for this subject will be 0.

The same method as continuous assessment i unic assessment will be used.

Activities submitted in thesubject must be original and under no circumstances the total or partial plagiarism of third-party materials published on any medium will be admitted. Any submission of non-original material without properly indicating its origin will automatically result in a failure rating (0).

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 student will be given a zero as the final grade for this subject. 

Bibliography

General bibliography (a specific bibliography of each topic will be delivered in class):

AINSA, Fernando, Identidad cultural de Iberoamérica en su narrativa, Madrid, Gredos, 1986.

ALEGRÍA, Fernando, Breve historia de la novela hispanoamericana, México, de Andrea, 1965; nueva versión, Nueva historia de la novela hispanoamericana, Hanover, Ediciones del Norte, 1986.

BELLINI, Giuseppe, Historia de la literatura hispanoamericana, Madrid, Castalia,1985.

FERNÁNDEZ, Teodosio, La poesía hispanoamericana en el siglo XX, Madrid, Taurus, 1987.

FERNÁNDEZ, Teodosio, Selena Millares y Eduardo Becerra, Historia de la literatura hispanoamericana, Madrid, Universitas S. A., 1995.

FERRARI, Américo, El bosque y sus caminos. Estudios sobre poesía y poética hispanoamericanas, Valencia, Pre-Textos, 1993.

FRANCO, Jean, Historia de la literatura hispanoamericana a partir de la Independencia, Barcelona, Ariel, 1980.

GÁLVEZ, Marina, La novela hispanoamericana contemporánea, Madrid, Taurus, 1987.

GOIC, Cedomil, ed., Historia y crítica de la literatura hispanoamericana, vol. II, Del romanticismo al modernismo; vol. III, Epoca contemporánea, Barcelona, Crítica, 1988.

GONZÁLEZ ECHEVARRÍA, Roberto y Enrique Pupo-Walker, eds., TheCambridge History of Latin American Literature, Cambridge, Cambridge University Press, 1995.

GULLóN, Ricardo, dir., Diccionario de literatura española e hispanoamericana, 2 vols., Madrid, Alianza, 1993.

IÑIGO MADRIGAL, Luis (coord.), Historia de la literatura hispanoamericana, 2 vols, Madrid, Cátedra, 1982-1987 (I, Época colonial; II, Delneoclasicismoal modernismo).

LE CORRE, Hervé, Poesía hispanoamericana posmodernista. Historia, teoría, prácticas, Madrid, Gredos, 2001.

LOVELUCK, Juan, ed., Novelistas hispanoamericanos de hoy, Madrid, Taurus, 1976.

MÜLLER-BERGH, Klaus & MENDONÇA TELES, Gilberto. Vanguardia latinoamericana. Historia, crítica y documentos (Vol. I, II, III, IV, V, VI). Madrid, Iberoamericana, 2004/2007.

ORTEGA, Julio, Figuración de la persona, Barcelona, Edhasa, 1971.

__________, La contemplación y la fiesta. Notas sobre la novela latinoamericana actual, Caracas, Monte Ávila, 1979.

OVIEDO, José Miguel, Historia de la literatura hispanoamericana. 1. De los orígenes a la Emancipación, Madrid, Alianza Universidad, 1995; 2. Del Romanticismo al Modernismo, Madrid, Alianza Universidad, 1997; 3:Postmodernismo, Vanguardia, Regionalismo, 2001; 4. De Borges al presente, 2001.

RAMA, Ángel, Transculturación narrativa en América Latina, México, Siglo XXI, 1982.

SÁINZ DE MEDRANO, Luis, Historia de la literatura hispanoamericana (Desde el Modernismo), Madrid, Taurus, 1992.

SAURA-CLARES, Alba. El movimiento argentino Teatro Abierto (1981-1985) a la luz de sus poéticas dramáticas. De la tradición a la contemporaneidad escénicas, Murcia, Editum, 2022. 

SAURA-CLARES, Alba. Teatro Abierto (1981-1985). Resiliencia y utopía de un movimiento escénico. Madrid, Ediciones Complutense, 2023. 

SCHWARTZ, Jorge. Las vanguardias latinoamericanas. Textos programáticos y críticos, Madrid, Cátedra, 1991.

SHAW, Donald L., Nueva narrativa hispanoamericana, Madrid, Cátedra, 1981;sexta ediciónampliada, 1999.

SHIMOSE, Pedro, Historia de la literatura latinoamericana, Madrid, Playor, 1987.

YURKIEVICH, Saúl. A través de la trama. Sobre vanguardias literarias y otras concomitancias, Madrid, Iberoamericana, 2007.

SUCRE, Guillermo, La máscara, la transparencia, Caracas, Monte Ávila, 1975.

 

Readings

Mariano Azuela, Los de abajo, ed. de Marta Portal, Madrid, Cátedra, 1980.

Nellie Campobello, Cartucho (selection).

César Vallejo and Magda Portal. Selection.

María Luisa Bombal, La última niebla/La amortajada, Barcelona, Seixa Barral, 2001.

Juan Rulfo, Pedro Páramo, ed. de José Carlos González Boixo, Madrid, Cátedra, 1988.

Gabriel García Márquez, Cien años de soledad, ed. de Jacques Joset, Madrid, Cátedra, 1991.

Roberto Cossa, La nona, Universidad Autónoma de Madrid, 2016. 

Aída Bortnik, De a uno, Argentores, 20216. 


Software

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Language list

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Spanish second semester morning-mixed
(TE) Theory 1 Spanish second semester morning-mixed