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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.
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.
These objectives are achieved based on the theoretical-practical nature of the teaching hours, with the first three being more of a theoretical nature (although involving practical work), and the fourth being of a practical nature.
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Syllabus |
1. A panoramic view of the 19th century Portuguese: history, literature and society.
2. Almeida Garrett's aesthetic journeys (1799-1854): from classicism to the threshold of modernity.
3. Alexandre Herculano (1810-1877) or literature as history and moral example.
4. Narratology: theory and practice.
5. The second romantic generation.
6. The narrative path of Camilo Castelo Branco (1825-1890).
7. Júlio Dinis (1839-1871): the false lightness of a transition.
8. The Generation of 70: family portrait.
9. Eça de Queirós (1845-1900): from romanticism to naturalism.
10. New readings of "Os Maias".
11. The last Eça and the Portuguese literature of the end of the 19th century.
Required minimum readings:
Almeida Garrett, "Um Auto de Gil Vicente";
Camilo Castelo Branco, "Amor de Perdição";
Júlio Dinis, "A Morgadinha dos Canaviais";
Eça de Queirós, "O Primo Basílio";
Eça de Queirós, "Os Maias".
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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 |
Classes are theoretical-practical. The theoretical part is, above all, evaluated in the three written tests, although there is also a practical component related to the readings of the literary works. The practical part has as an additional element of evaluation the work that must be delivered. Students' participation is also
valued, whether in the theoretical or the practical part of the work carried out.
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