By the end of the course, students will have acquired the critical tools needed for the historical contextualization, reading, analysis, and commentary of literary and historical texts related to the period of the Conquest and the subsequent Spanish colonization of Latin America, as well as to its relationship with the principal cultures of Indigenous peoples. In this way, the course aims to provide students with general information on the first three centuries of the process of Hispanicization in Central and South America, together with knowledge of the themes and issues connected to this period.
Sufficient knowledge of Spanish to read texts in the original language (approximately A2 level).
Lectures are planned, with the aim of encouraging the greatest possible level of student participation. Extensive use will be made of materials provided through Moodle.
Assessment will consist of an oral examination covering the full contents of the syllabus.
The following will be evaluated:
There is also the possibility of a written paper, and its related discussion, in place of part of the exam.
Grading:
After a general introduction to the field of Spanish American literature, the course will address a number of key texts from the periods of the Conquest and the colonial era. Properly framed in their historical context, readings will be selected from chronicles of the “discovery” and the conquest, from works of pre-Columbian origin, and finally from texts of the Baroque and post-Baroque periods.
Some examples, by author or title:
The course will also offer a number of perspectives aimed at highlighting the continuity of themes and motifs between the Spanish American literature of these centuries and later literature, especially contemporary literature.
Mandatory materials to be brought to class at all times will be uploaded to Moodle and indicated progressively throughout the course. Non-attending students are invited to contact the professor in order to define these materials. Williamson’s and Oviedo’s essays are compulsory for all students; however, non-attending students are strongly advised to undertake a broad and detailed study of the first two parts of Williamson’s volume and of Oviedo’s entire volume. Broadly speaking, attending students may instead limit themselves to the authors and historical contexts covered in class (for Williamson, in any case, only the first two parts). All students are advised to read T. Todorov, The Conquest of America: The Question of the Other and, for attending students, A. Secomandi, I fantasmi del Gabbiere: percorsi comparativi sul fantastico nella saga di Maqroll.
