Contemporary literature is presented within a European and world temporal and geographical scenario (with the advent of capitalist society, in particular after the second industrial revolution). Faced with this scenario, in the perspective of a historical-philological study, not without comparative openings, of the topics addressed, the student can reach a deeper conception of the "modern" as it is realized in the twentieth century: the decisive century in which they come to combs the different knots from Western civilization, between scientific-technological development and colonialist exploitation, awareness of the crisis and political utopia. Accustomed, therefore, to the direct reading of Italian texts in a European horizon, and to interrogate them on the basis of a conscious reflection on the methods used for their interpretation, the student will be able to integrate and rearticulate, in the name of complexity, their knowledge about literature and to manage them with rigor and passion, as befits a subject that does not ask to be neutral, inert, opaque, but proposes itself, thanks to the cultural depth of its texts, as a dialectical junction between memory and fictional.

What is the legacy of Pasolini's work, as his example today, in the debate on contemporary literature, and in particular on relations with publishing and the cultural industry? The various issues raised about Pasolini's figure and work are reviewed, from his "diversity" to his restless research in religious matters, his political choices, up to the controversial reconstruction of his assassination and the construction of a "legend "Super partes political-cultural, obviously without neglecting the revival of his model of civil poetry in the literature of the last decades of the twentieth century. What is left of Pasolini today? Which Pasolini do the mass media talk about, and which one is dealing with as a scholar? The importance of an "integral" conception of Pasolini's work.

The aim of the course is to allow the student (a) an ability to integrate knowledge and manage the complexity of the issues addressed in the context of a European historical-cultural and critical-literary horizon, as well as to formulate judgments on the basis of learning and reflection on the critical methodologies developed during the twentieth century (from historicism to gender and intercultural studies), including reflection on the social and ethical responsibilities of the literary text linked to the application of their knowledge and judgments; therefore (b) the possibility of communicating in a clear and unambiguous manner the arguments and possibly the conclusions (assuming it is possible to conclude), including the underlying rationale, to both specialist and non-specialist interlocutors; finally, (c) the ability to develop those critical and didactic skills that allow you to continue studying independently, in view of the possible continuation of studies or any professional application.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Frontal lessons; analysis of films and audiovisual materials; class discussions of the texts used; in-depth seminars on the topics of the course; laboratory

Attendance

A good starting point is required for Italian literature, its periodization, major issues, and literary forms and genres, as prescribed in the modern and contemporary Italian literature course of the triennial.

In order to be able to take the exam as attending students, students must attend at least 80% of the lessons and all seminar activities included in the sum of the hours of the course. Alternatively, contact the teacher.

Course books

Criticism

Antonio Tricomi, Pasolini, Salerno Editrice, Roma, 2020

Anna Tonelli, Per indegnità morale. Il caso Pasolini nell’Italia del buon costume, Laterza, Roma-Bari 2015

Works of Pasolini

La meglio gioventù (1954) – Ragazzi di vita (1955) – La ceneri di Gramsci (1957) – Una vita violenta (1959) – Passione e ideologia (1960) – Accattone (1961) – La religione del mio tempo (1961) – Mamma Roma (1962) – Il sogno di una cosa – La ricotta (1963) – Il Vangelo secondo Matteo (1964) – Poesia in forma di rosa (1964) – Alì dagli occhi azzurri – Uccellacci e uccellini (1966) – La terra vista dalla luna (1967) – Edipo Re (1967) – Che cosa sono le nuvole (1968) – Teorema (1968) – Porcile (1969) – Medea (1969) – Appunti per un’Orestiade africana (1970) – Il Decameron (1971) – La mura di Sana’a (1971) – Trasumanar e organizzar (1971) – I racconti di Canterbury (1972) –Empirismo eretico (1972) –  Il fiore delle Mille e una Notte (1974) – Sarò o le 120 giornate di Sodoma (1975) – La Divina Mimesis (1975) – Scritti corsari (1975) – La nuova gioventù (1975) – Lettere luterane (1976) – Descrizioni di descrizioni (1979) – Amado mio (1982) – Teatro (Calderón, Affabulazione, Pilade, Porcile, Orgia, Bestia da stile) (1988) – Petrolio (1992)  

Assessment

Oral exam interview.

Students will be assessed through the following criteria: (1) knowledge of the topics, (2) ability to reason appropriately on the topics proposed at the interview, (3) ability to present the arguments with language properties.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Contact the teacher

Attendance

Contact the teacher

Course books

Contact the teacher

Assessment

Oral exam interview.

Students will be assessed through the following criteria: (1) knowledge of the topics, (2) ability to reason appropriately on the topics proposed at the interview, (3) ability to present the arguments with language properties.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.