La mujer y el erotismo aciago en José María Vargas Vila
It is important to consider literature as part of pedagogical training, without using it as an instrument, being a cogitation between human conflict and the knowledge of the man in himself, from which becomes the value on Colombian literature that offers an enriched amalgam of situations and histori...
| Autor Principal: | Palma Suaza, Johan Carlos |
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| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Educación, Ciencias Humanas y Sociales
2018
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| Materias: | |
| Acceso en línea: |
Palma. (2017). La mujer y el erotismo aciago en José María Vargas Vila. (Trabajo de grado Licenciatura en Lengua Castellana). Universidad de San Buenaventura Colombia, Facultad de Educación, Medellín. |
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| Sumario: |
It is important to consider literature as part of pedagogical training, without using it as an instrument, being a cogitation between human conflict and the knowledge of the man in himself, from which becomes the value on Colombian literature that offers an enriched amalgam of situations and historical moments, where a relationship can be generated between pedagogical training and literature, becoming the need to think about the human. For this reason, the present work is a proposal in which the novels Salomé (1917) and Maria Magdalena (1920) are reviewed in order to analyze the conception of eroticism and love, being Vargas Vila one of the most prolific writers of the Colombian literature in the first half of the twentieth century, being participant of the modernism as a vanguard aesthetic, and yet the Colombian critic has been responsible for subjecting him to absurd oblivion, ranting of his work and alluding with worn speeches an opposition to the work of the writer. It is not sought to establish a truth about the use of women as a body of desire in man, but also to continue assuming it as a product of misogyny, but as the result of a end of century period that marked the use of elements, including women for aesthetics of the artistic work. And so, understanding these assumptions, stand to rescue forgotten writers and think of them as part of a formative process in education. |
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