Universidad de Jaén

Introduction. What do we understand by Latin American
literature?

 

Topic 1. Colonial literature

1.1 Before Columbus, the legacy of indigenous literatures

1.2 Colonial literature and the mythifying discourse

1.3 Colonial literature and the discourse of failure.

 

Topic 2. The nineteenth-century literature and its antecedents

2.1 The 19th century in Latin America

2.2 The poetry of the Hispano-American Enlightenment. Andres Bello.

2.3 The formation of national literatures: Esteban
Echeverría and Domingo Faustino Sarmiento

2.4 The construction of a national poetics: The gaucho
Martín Fierro.

2.5 The Hispano-American sentimental novel: La María by
Jorge Isaacs

2.6 Identity in miscegenation: José Martí and the
beginning of modernist poetics. Ruben Dario.

 

Topic 3. Twentieth century literature in Latin America

            3.1 Pablo Neruda. From aesthetics to political
commitment

            3.2 Vicente Huidobro, César Vallejo and the
Spanish-American avant-garde

            3.3 The boom of the Hispano-American narrative

3.3. 1 Gabriel García Márquez and the
magical-realistic aesthetic

3.3.2 Borges and fantastic literature

3.3.3 Julio Cortázar and the neo-fantastic

3.4 Literary manifestations of Post-boom.

3.5 Women in Hispanic America. Female literature

I understand that the teaching / learning process must always
be dynamic and open, which means, therefore, a continuous
interaction between the teacher and the students from which both
benefit. The real curricular planning is carried out in the
classroom practice, where the program adapts, contextualizes and
makes the student's reality more flexible. Porello, the project of
the subject must not be understood as something finished, closed
and valid by itself, but it is constituted as a proposal that
acquires its reason of being its concrete teaching application,
where the educational, didactic conceptions are exchanged and
developed, scientific, academic, personal, ethical and social
aspects of the teacher and the students. On paper, schematism
prevails over the complexity of the real teaching / learning
process, difficult to reduce to logical categories, models or
taxonomies.

           In university, I face as a teacher with a student body
that has already developed skills in the cognitive, ethical,
personal, social and even professional field and, therefore, with a
degree of autonomy and ability to make decisions very different
from the rest of levels of non-university education. Therefore, a
good part of the decisions of teaching or curricular planning the
displacement to the classroom, to the course and to the concrete
group of students with whom I work. University teachers are facing
active subjects with a predisposition, knowledge and previous
experiences on content, teaching and learning strategies and with a
metacognitive capacity to assume self-assessment and
self-regulation quotas. Therefore, moving part of planning and
design of each subject to the classroom allows me to teach more
focused on the students, more open and participatory, more adjusted
to their interests, desires and needs and, therefore, more
appropriate to the demands of specific students.

           Latin American literature classes are divided into two
fundamental types, although in practice they are always
interrelated: the theoretical and practical, these are more
participatory for the student. It is advisable that even the first
ones have as a base different texts that demand the attention of
the student and whose comments assume a point of departure or
reference, with which the student has access to a comprehensive
vision, "historical, critical, linguistic, textual, "of Spanish
literature".

If the theoretical classes provide the conceptual information
of the subjects and the methodological aspects for the approach to
the texts, the practical classes deepen these, obtaining that the
student accedes by itself to the critical analysis of the Latin
American literature.

          In the practical classes, exhibitions and seminars and
specialized tutorials, I have as basic objectives to get the
student to acquire relevant skills and procedures (oral and written
communication, decision making, active application of knowledge,
inference of conclusions, learning by discovery, planning and
realization of investigations, selection of procedures, revision of
texts, data recording, autonomous and group work, exposition of
results in the classroom) and learn to use the different
philological methods and textual analysis, exercising them.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

Final exam: 70%

 

The exam will consist of the development of one or two theoretical
questions and the elaboration of a text commentary previously
studied in class.

For the evaluation, the following will be assessed:

- Concretion as to what is asked, without introductions or
inconsequential ramblings

- Rigor, relevance, clarity and originality of approach

- Writing or written expression and spelling

 

    Practical classes: 30%

    Exhibition or work: Up to 2 points

Groups of students of between two and three people will be made
that will elaborate a work that will be exposed in class. This work
will consist of the choice of a specific work and its exposure to
the rest of the students. For the evaluation of this task, the
following will be evaluated:

- Originality in the choice of theme

- Originality, relevance and coherence in the execution

- Clarity in the expression at the time of the exhibition

The subject of the works should be consulted with the teacher
before the beginning of the same.

 

    Participation: Up to 1 point

            Attendance and participation in the practical classes
will be positively valued (These are indicated in the
schedule).