HISTORY OF HISPANIC-AMERICAN CULTURES

The teaching is part of the degree program of Languages, Civilizations and Language Sciences" and it is inserted within the three curricula present in the course of study, namely literary philology, international politics and language sciences. The course aims to provide students with methodological tools in the Spanish-American literary and cultural field, as well as to deepen their knowledge of cultural themes and dynamics that characterize Spanish-American literature of the twentieth and twenty-first centuries.
The objectives of the teaching are: to deepen the specific knowledge of cultural themes and dynamics of the Hispanic-American subcontinent; provide methodological tools aimed at analyzing the Argentine literary and comics productions of the twentieth and twenty-first centuries, develop the ability to reflect on the proposed literary texts and carry out comparative analyzes.

The course aims to deepen the study of the most important Hispanic-American cultural phenomena of the twentieth and twenty-first centuries using the comic transpositions of some emblematic Hispanic-American stories and novels as a privileged instrument of analysis. The objectives of the teaching are:
1. deepen the specific knowledge of cultural and political themes and dynamics of the Hispano-American subcontinent;
2. provide methodological tools aimed at analyzing the most significant Hispanic-American literary productions of the twentieth and twenty-first century intended, on the one hand, as cultural documents and, on the other, as aesthetic creations;
3. develop the ability to reflect on the proposed literary texts and carry out comparative analyzes between the hypotest and the hypertext.
4. provide the theoretical tools for transposition and adaptation analysis
5. Finally, the course aims to develop the ability to learn the themes and tools offered during the course, as well as communication skills.

Students must have an adequate level of written and oral Spanish (level B1) that allows them to read and understand the texts proposed in the original language, as well as have adequate ability to express themselves in Italian.
The learning assessment method consists of an oral interview mainly in Spanish which will verify the contents of the module, the knowledge of the works studied with the support of critical texts, as well as the historical-literary knowledge of the centuries addressed (themes, evolutionary lines, main authors).

The course intends to provide an overview of the productions concerning contemporary Spanish-American literature with a comparative look at the relative transpositions to comics. By carrying out a comparative analysis between literary productions and comic book transpositions, it is possible to note the commonalities and differences between the two languages. Through the study of transposition it is in fact possible to analyze how the two media dialogue and interact with each other, the ways in which latent contents emerge, what the hypertext adds to the hypotest and how the perception of the source text changes by the reader. , after reading the transposition.
The course will be divided into two main parts:
At first, students will be provided with a historical-cultural picture of comics in Argentina and its indissoluble link with Italian comics. Subsequently, the general theoretical elements concerning the theory of transposition and the semiotics of comics will be offered.
2. In the second part we will analyze a selection of texts by Argentine authors belonging to the 20th and 21st centuries and the relative transpositions to comics.

BIBLIOGRAFIA MINIMA:
Echeverría, Esteban [1871] (2010). “El matadero”.
Breccia, E (1984), "El matadero”, en Piglia, Ricardo (1993), La Argentina en pedazos, De la Urraca.
Di Benedetto, Antonio (2010), Aballay, Buenos Aires, Adriana Hidalgo.
Spiner, F — Diment, J — Hadida, S — Mallea, C (2010), “Aballay”, Adriana Hidalgo.
Spiner, Fernando (2010). Aballay. El hombre sin miedo, 100 min.
Borges, Jorge Luis (2009), “Historia del guerrero y de la cautiva”, en El Aleph, Obras completas I, Emecé.
Buscaglia, N — Flores, A, (1986), “Historia del guerrero y de la cautiva”, en Piglia, Ricardo (1993), La Argentina en pedazos, Buenos Aires, De la Urraca.
Rozenmacher, Germán [1961] (2013), “Cabecita negra”, en Obras completas, Buenos Aires, Biblioteca Nacional.
Mandrini, E — F Solano López (1985) “Cabecita negra”, en Piglia, Ricardo (1993), La Argentina en pedazos, Buenos Aires, De la Urraca.
Piglia, Ricardo (1993), La Argentina en pedazos, Buenos Aires, De la Urraca.
BIBLIOGRAFIA CRITICA:
Acevedo, M (2011), “La Argentina en pedazos. Narración gráfica y construcción identitaria en el retorno de la democracia”, VI Jornadas de Jóvenes Investigadores, Instituto de Investigaciones Gino Germani.
Altamirano, C y B Sarlo (1997), Ensayos argentinos. De Sarmiento a la vanguardia, Ariel-Espasa Calpe, pp. 17-81.
Baschetti, R (1987), “Peronismo y comunicación de masas: diarios, revistas, prensa, periodismo, medios gráficos, historieta, publicidad”, Bibliográficas, N° 31, nov.
Bermúdez, N D (2008), “Aproximaciones al fenómeno de la transposición semiótica: lenguajes, dispositivos y géneros”, Estudios Semióticos, N° 4.
Berone, L R (2010), “Campo literario y campo de la historieta en Argentina. Notas para un análisis en fase”, Actas de Viñetas Serias. I Congreso Internacional de Historietas, Biblioteca Nacional.
Canguilhem, G (1962), “La monstruosidad y lo monstruoso”, Diógenes, año ix, N° 40, oct-dic, pp. 33-47.
Cisneros, M J (2008), “Cultura de masas y esteticismo político. (Política cultural y uso de los medios masivos de comunicaci.n en el Estado peronista 1946-1955)”, en Actas del Primer Congreso de estudios sobre el peronismo: la Primeria Década, Mar Del Plata.
Cossia, L (2008), “De la literatura a la historieta. Transposición y producción de sentido”, La Trama de la Comunicación, vol. 13, anuario del Departamento de Comunicación, Universidad Nacional de Rosario.
Cremona, A C (2011), “Tres miradas sobre el racismo argentino: “Cabecita negra” de Germán Rozenmacher, “Reinas” de Juan José Hernández y “La fiesta ajena” de Liliana Heker”, en En A. De Llano (Comp.), Actas del cuarto congreso internacional CELEHIS de literatura. Literatura española, latinoamericana y argentina, UNMP.
Del Grosso, S (2008), Sequenze. Strategie e dispositivi di traduzione intersemiotica dal romanzo inglese al cinema, Aracne.
Di Meglio, G, M Franco y S Silva Aras (2005), “La Argentina en cuadritos. Una aproximación a la Argentina reciente desde la revista Fierro (1984-1992)”, Entrepasados, N° 27, pp. 97-116.
Dusi, N (2010), “Translating, Adapting, Transposing”, Applied Semiotics, special issue (Translating Culture), N° 24, pp. 82-94.
Fabbri, P (2000), “Due parole sul trasporre”, Versus. Quaderni di studi semiotici, N Dusi y S Nergaard (eds.), N° 85-86-87, pp. 271-284.
– (2007), “Transcritture di Alberto Savinio: il dicibile e il visibile”, Parola/ Immagine, Il Verri, N° 33.
Favaro, A (2017). Más allá de la palabra. Transposiciones de la literatura argentina a la historieta. Biblos.
Ferraudi Curto, M C (2008), “Inmigrantes en nuestra propia patria”Apuntes de Investigación del cecyp. Lecturas en debate, N° 13, pp. 221-225.Genette, Gérard (1989), Palimpsestos. La literatura en segundo grado, Madrid, Taurus.
Giorgi, G (2009), “Política del monstruo”, Iberoamericana, 227, pp. 323-329

Knowledges about the cultural contexts and the different literary poetics of Hispanic America in the considered periods, as well as the ability to understand literary texts, will be verified through an oral final examination.

The lessons will be carried out according to the conventional method (frontal lessons) and will be held in Italian. The exam will consist of an oral interview in Italian on the authors and texts considered in the classroom.

More critical information will be offer during the classes. Moreover, every student is recommended to follow additional lessons and round-table conferences that may be held between September and December 2022. In particular, participation in the cycle of meetings "Charlando con las escritoras" is recommended: it is a series of conversations with emerging writers in the current Latin American literary panorama.

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This subject deals with topics related to the macro-area "Poverty and inequalities" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development