Learning outcomes |
1. To reveal the ability to explain, critically, the profound cultural and literary changes that Portugal suffered throughout the 19th century. 2. To show knowledge related to the main romantic and realistic authors, as well as authors from other literary movements of the 19th century, and their most significant literary creations, taking also into account the main critical bibliography that concerns them. 3. To show knowledge related to the network of relationships that romanticism, realism and other movements of the 19th century in Portugal weave with other European literatures and also with literatures from outside Europe. 4. Through a written work, to manifest skills in the production of narrative texts, skills that must be associated with a better understanding of the theoretical concepts transmitted during the classes.
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Main Bibliography |
BEIRANTE, Cândido (1991), "Alexandre Herculano: “As faces do poliedro”", Lisboa, Vega. COELHO, Jacinto do Prado (2001), "Introdução ao Estudo da Novela Camiliana", 3ª ed., Lisboa, Imprensa Nacional-Casa da Moeda. CRUZ, Liberto (2002), "Júlio Dinis: Biografia", Lisboa, Quetzal Editores. MACHADO, Álvaro Manuel (1998), "A Geração de 70: Uma revolução cultural e literária", 4ª ed., Lisboa, Presença. REIS, Carlos e Maria da Natividade Pires (eds.) (1993), "História Crítica da Literatura Portuguesa", V: "O Romantismo", Lisboa/São Paulo, Editorial Verbo; RIBEIRO, Maria Aparecida (ed.) (1994), "História Crítica da Literatura Portuguesa", VI: "Realismo e Naturalismo", Lisboa/São Paulo, Editorial Verbo; PEREIRA, José Carlos Seabra (ed.) (1995), "História Crítica da Literatura Portuguesa", VII: "Do Fim-de-século ao Modernismo", Lisboa/São Paulo, Verbo. SARAIVA, António José e Óscar Lopes (2008) , "História da Literatura Portuguesa", Porto, Porto Editora.
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Teaching Methodologies and Assessment Criteria |
The classes are theoretical-practical. The theoretical part is evaluated in the three written tests, although there is also, in these tests, a practical component related to the required readings of literary works. However, the practical part has, as fundamental element of assessment, the written work that must be delivered. The participation of students is also valued, whether in the theoretical part or in the practical part of the collective sessions.
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