HISPANIC AMERICAN LITERATURE 2-1

The course is part of the Americas "Comparative International Relations (RIC)" degree course and mutual with the course of study in "European, American and Postcolonial Languages ​​and Literatures (LLEAP)" and with the course of studies in "Language Sciences".
The course aims to deepen the knowledge of cultural themes and dynamics characterizing the 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 B2) 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.

Contemporary Hispano-American literature and related comic book transpositions.
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 Latin America 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 Spanish-American authors belonging to the twentieth and twenty-first centuries and the relative transpositions to comics. In this phase, students will also be invited to choose one or more of the themes proposed and develop a presentation in the classroom.

MAIN BIBLIOGRAPHY:
Borges, Jorge Luis (2009a), “El fin”, en Ficciones, Obras completas I, Emecé.
Sasturian, Juan (guión) y Alberto Breccia (dibujos) (1968). “El fin” (Jorge Luis Borges), Crisis, N° 46.
Quiroga, Horacio (1907). “El almohadón de plumas”, en Cuentos de amor, de locura y de muerte (2007), Guada.
Saracino, Luciano — Luty, Nelson (2011). “El almohadón de plumas”, en De amor, de locura y de muerte. Pictus.
Quiroga, Horacio. “El alambre de púa”, en Cuentos de amor de locura y de muerte (1917), Quiroga, Horacio (2007), Cuentos de amor, de locura y de muerte, Guada.
Saracino, Luciano — Abril Barrado (2011). “El alambre de púa”, en De amor, de locura y de muerte. Pictus.
Cortázar, Julio (2008), “Las puertas del cielo”, en Bestiario, en Cuentos completos I. Punto de Lectura.
Buscaglia Norberto — Nine, Carlos (1985). “Las puertas del cielo”, en Piglia, Ricardo (1993). La Argentina en pedazos. De la Urraca.
García Márquez, Gabriel. Vivir para contarla (2002). Debolsillo
Pantoja Óscar — T. Córdoba, M. Bustos, F. Camargo, J. Naranjo (2013). Gabo. Memorias de una vida mágica. Rey Naranjo Editores.
Cabezón Cámara, Gabriela (2011). Le viste la cara a Dios. La bella durmiente. Sigueleyendo.
Cabezón Cámara, Gabriela — Iñaki Echeverría (2013), Beya. Le viste la cara a Dios. Eterna Cadencia.

CRITICAL BIBLIOGRAPHY:
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.
Bermúdez, Nicolás D (2008), “Aproximaciones al fenómeno de la transposición semiótica: lenguajes, dispositivos y géneros”, Estudios Semióticos, N° 4.
Cortázar, J (1994), “Notas sobre lo gótico en el Río de la Plata”, Obra crítica III, Alfaguara, pp. 77-87.
– (1996), “Del cuento breve y sus alrededores”, en Último round, Siglo XXI, pp. 59-82.
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.
Del Grosso, S (2008), Sequenze. Strategie e dispositivi di traduzione intersemiotica dal romanzo inglese al cinema. Aracne, pp. 9-20.
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. Revista de Historia, año xiv, 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, Nicola Dusi y Siri 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.
Favaro, A (2020). “Un relato sobre la trata de mujeres”, Anales de Literatura Hispanoamericana, 49.
Genette, G (1989). Palimpsestos. La literatura en segundo grado. Taurus.
Hutcheon, L (2011). Teoria degli adattamenti. I percorsi delle storie fra letteratura, cinema, nuovi media. Armando Editore.
Jakobson, R (1981). “En torno a los aspectos lingüísticos de la traducción”, en Ensayos de lingüística general. Seix Barral, pp. 67-77.
Kukkonen, K (2011), Studying Comics and Graphic Novels, Wiley Blackwell.
– (2011), “Comics as a Test Case for Transmedial Narratology”, SubSTance, vol. 40, N° 1, University of Wisconsin Press, pp. 34-52.
Landow, G P. (1995), Hipertexto. La convergencia de la teoría crítica contemporánea y la tecnología. Paidós, pp. 51-94.
Olea Franco, R (2008). «Horacio Quiroga y el cuento fantástico», Nueva Revista de Filología Hispánica, LVI, 2.

The assessment of the learning will take place through the presentation in class of a topic chosen by the student and an oral final exam. The presentation aims to verify oral skills and the ability to carry out a critical reasoning; while the oral exam aims to verify the knowledge concerning the cultural contexts and the different literary issues of Hispanic America in the period considered, as well as the ability to understand cultural problems. The exam will last about 20 minutes and will consist of three questions.

The lessons will be carried out according to the conventional method (frontal lessons) and will be held in Spanish. Students will also be invited to choose one of the proposed themes and develop a presentation in the classroom using the theoretical tools presented and the proposed bibliography.
Should the covid health emergency affect the course attendance, the lessons will be carried out online in synchronous and asynchronous mode.
The exam will consist of an oral interview in Spanish on the authors, the texts and the issues 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.

oral

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