Literatura: a (In)Disciplina Na Intersecção Das Artes E Dos Saberes Cadernos De Anglística

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Literatura: a (In)Disciplina Na Intersecção Das Artes E Dos Saberes Cadernos De Anglística LITERATURA: A (IN)DISCIPLINA NA INTERSECÇÃO DAS ARTES E DOS SABERES CADERNOS DE ANGLÍSTICA DIRECÇÃO J. Carlos Viana Ferreira e Maria Luísa Azuaga HISTÓRIA DA LÍNGUA INGLESA Júlia Dias Ferreira THE CROSSROADS OF GENDER AND CENTURY ENDINGS Alcinda Pinheiro de Sousa, Luísa Maria Flora and Teresa de Ataíde Malafaia (eds.) CULTURA E ANÁLISE CULTURAL. UM ENSAIO SOBRE A DISCIPLINA DE CULTURA INGLESA I NA FACULDADE DE LETRAS DE LISBOA Luísa Leal de Faria OS PRAZERES DA IMAGINAÇÃO Joseph Addison FEMININE IDENTITIES Luísa Maria Flora, Teresa F. A. Alves and Teresa Cid (eds.) ESTRANHA GENTE, OUTROS LUGARES: SHAKESPEARE E O DRAMA DA ALTERIDADE. UM PROGRAMA PARA A DISCIPLINA DE LITERATURA INGLESA Rui Carvalho Homem SHORT STORY – UM GÉNERO LITERÁRIO EM ENSAIO ACADÉMICO Luísa Maria Flora CÂNONE E DIVERSIDADE. UM ENSAIO SOBRE A LITERATURA E A CULTURA DOS ESTADOS UNIDOS Teresa Ferreira de Almeida Alves OLHAR A ESCRITA. PARA UMA INTRODUÇÃO AO ESTUDO DA LITERATURA NA UNIVERSIDADE Isabel Fernandes A INQUIETUDE DAS PALAVRAS. LEITURAS DE VIRGINIA WOOLF Maria de Deus Duarte A LIÇÃO DO CÂNONE. UMA AUTO-REFLEXÃO DOS ESTUDOS LITERÁRIOS João Ferreira Duarte CULTURA INGLESA. O CONTEXTO POLÍTICO-IDEOLÓGICO NO SÉCULO XVIII João Manuel de Sousa Nunes PRIMÓRDIOS DA MODERNIDADE EM INGLATERRA. UM ESTUDO DE CULTURA INGLESA J. Carlos Viana Ferreira A COMÉDIA DE COSTUMES BRITÂNICA. UM ESTUDO SOBRE O ENTRECRUZAR DA ÉTICA E DA COMÉDIA Maria Isabel Barbudo LITERATURA: A (IN)DISCIPLINA NA INTERSECÇÃO DAS ARTES E DOS SABERES Isabel Fernandes CADERNOS DE ANGLÍSTICA - 16 LITERATURA: A (IN)DISCIPLINA NA INTERSECÇÃO DAS ARTES E DOS SABERES AUTOR Isabel Fernandes REVISÃO Maria Isabel Barbudo DESIGN, PAGINAÇÃO E ARTE FINAL Inês Mateus – [email protected] EDIÇÃO Centro de Estudos Anglísticos da Universidade de Lisboa 2011 IMPRESSÃO E ACABAMENTO Várzea da Rainha Impressores TIRAGEM 150 exemplares ISBN 978-972-8886-16-5 DEPÓSITO LEGAL 330714/11 PATROCÍNIO FUNDAÇÃO PARA A CIÊNCIA E A TECNOLOGIA Índice I Repensar a literatura e o seu estudo na universidade . 11 1. Nota Introdutória . 13 2. Crise(s) . 19 3. A força da literatura . 29 3.1 Repensar o literário . 29 3.2 Criatividade, performatividade e leitura literária . 34 3.3 A questão da forma . 40 3.4 Ética e leitura . 43 4. A Introdução ao Estudo da Literatura como prática de leitura: programa e conteúdos . 47 4.1 Programa . 48 4.2 Conteúdos . 58 5 Questões de método . 99 5.1 Métodos . 99 5.2 Avaliação . 109 Notas . 111 Bibliografia . 119 II Girl with a Pearl Earring: Espaço de cruzamentos textuais . 135 1. Johannes Vermeer – a habitação do espaço . 137 1.1 O pintor e o seu tempo . 137 1.2 A obra – algumas características pertinentes . 139 1.3 O quadro- Het meisje met de parel, ca. 1665-1666, Mauritshuis, Haia . 142 2. Tracy Chevalier - O espaço da habitação no romance Girl With a Pearl Earring (1999) . 145 8 ISABEL FERNANDES 2.1. A situação narrativa; tempo e desenvolvimento da intriga. 147 2.2. O espaço e as suas funções. 150 3. O filme de Peter Webber – o pintor e o espaço claustrofóbico do quotidiano. 163 Notas . 167 Bibliografia . 175 Anexos . 179 [P]orque é absolutamente independente, a universidade é também uma cidadela exposta, entregue à sorte, pronta a ser tomada, e frequentemente votada a capitular sem condições. Porque não aceita que se lhe ponham condições, exangue, abstracta, acha-se por vezes forçada a entregar-se sem condições. Jacques Derrida A Universidade sem condição I REPENSAR A LITERATURA E O SEU ESTUDO NA UNIVERSIDADE CENTRO DE ESTUDOS ANGLÍSTICOS DA UNIVERSIDADE DE LISBOA ISBN: 978-972-8886-16-5 1. Nota introdutória O presente volume inclui parte substancial do texto do relatório apresen - tado no âmbito das provas para acesso ao título de agregado da Universidade de Lisboa, em Dezembro de 2006, e submetido a discussão pública em Junho de 2007. Inclui ainda o texto da lição lida no segundo dia das referidas provas e que complementa e ilustra o programa da disciplina a que se reporta o relatório. No texto da parte I, retoma-se a reflexão iniciada aquando da apresentação do relatório para preenchimento de vaga de Professor Associado do 3º grupo da Faculdade de Letras da Universidade de Lisboa (doravante identificada como FLUL) e respeitante à unidade curricular então intitulada Introdução aos Estudos Literários, e posteriormente publicado como Olhar a escrita: Para uma introdução ao estudo da literatura na universidade (Fernandes 2004). Nessa ocasião, procedi a uma explicitação do entendimento que fazia da área disciplinar em que a cadeira propedêutica anual do elenco curricular das licenciaturas em Línguas e Literaturas Modernas (doravante referidas como LLM) se inseria, bem como do conceito de literatura a ela subjacente. Socorri-me, para tal, dum olhar retrospectivo de teor sócio-histórico, apoiando-me em pensa dores como Raymond Williams, M. H. Abrams e Pierre Bourdieu, que me permi tiram reconstituir o que se considerou serem os desenvolvimentos mais pertinentes no seio do contexto social e cultural conducentes ao que Bourdieu designa de autonomização do campo literário, com consequências decisivas para a produção e recepção das obras literárias que ainda hoje perduram e se manifestam nas práticas de ensino vigentes.1 Oito anos volvidos sobre essa data e tendo decidido, após devida ponde - ração, escolher debruçar-me sobre uma nova unidade de propedêutica literária, entretanto reduzida à dimensão semestral e destinada aos estudantes das novas 14 ISABEL FERNANDES licenciaturas da FLUL, na sequência duma reorganização curricular ocorrida em 2004/2005 – Artes do Espectáculo, Comunicação e Cultura e Tradução,2 consi - derei ser esta a opção lógica que vinha na sequência dum percurso académico pautado pela necessidade e pelo gosto de ir respondendo de forma actualizada ao desafio pedagógico que a iniciação à prática da leitura literária (como mais adiante a definirei) sempre suscita. A compressão num só semestre e a mudança de destinatários, com as correspondentes expectativas e necessidades, cons - tituíam um estímulo de renovação e questionação que me obrigou a repensar o ensino da Introdução ao Estudo da Literatura (assim se passou a designar a nova unidade curricular).3 Por circunstâncias que têm a ver com a particular volatilidade com que reestruturações e reformas sucessivas das licenciaturas da FLUL se têm configu - rado e desvanecido, a cadeira só viria a funcionar exactamente nos termos em que especificamente a concebi no ano lectivo inaugural, 2004/2005, já que, no ano lectivo seguinte, por necessidade de racionalizar os recursos docentes disponíveis, as turmas deixaram de ser exclusivamente compostas por alunos das «novas licenciaturas» e passaram a integrar também estudantes de LLM.4 Dado o facto de só tardiamente se ter tomado esta decisão, não me restou alternativa excepto voltar a dar o mesmo programa (com algumas necessárias adaptações) no ano lectivo subsequente, de forma a poder testá-lo e transformá- lo em matéria de relatório. Cumpre acrescentar que, em anos lectivos subsequentes, por força da entrada em vigor da reforma curricular decorrente do chamado «Modelo de Bolonha» e a consequente compressão curricular (que obedece ao modelo 3+2, isto é, um primeiro ciclo de três anos, seguido dum segundo ciclo de dois), a Introdução ao Estudo da Literatura desapareceu das licenciaturas de Artes do Espectáculo e Comunicação e Cultura, ainda que tenha sido introduzida em novas licenciaturas como é o caso de Artes e Culturas Comparadas e perma - necido no caso da licenciatura em Tradução. Quer isto dizer que, à data da redacção do relatório cujo texto me serve de base, a cadeira a que ele se reportava já não existia nos moldes segundo os quais o respectivo programa fora inicialmente concebido e entretanto posto em prática, ainda que continuasse a fazer parte dos elencos curriculares de muitas das licenciaturas então em vigor, como, de resto, ainda acontece.5 Esta circuns - tância confere ao meu texto um carácter de documento histórico que eu, à LITERATURA: A (IN)DISCIPLINA NA INTERSECÇÃO DAS ARTES E DOS SABERES 15 partida, estava longe de imaginar que ele poderia revestir quando comecei a trabalhar no projecto que lhe subjaz. Creio, porém, que a reflexão por ele envolvida, à qual não pode ser estranho um percurso de actualização científica e pedagógica permeado pela adaptação a novas circunstâncias, a selecção e preparação de materiais, bem como as estratégias pedagógicas usadas serão úteis na minha futura prática lectiva (desta e doutras unidades curriculares) e, quem sabe, poderão aproveitar a outros que se dediquem aos estudos literários, sobretudo aos que, como eu, os praticam no campo da Anglística. Referi-me às rápidas e voláteis transformações curriculares que nos últimos anos têm ocorrido na FLUL (e um pouco por todo o país) e que acabaram por determinar o enfoque que presidiu à minha reflexão sobre a literatura e o seu estudo a nível superior. À história do conceito de literatura, tal como hoje a conhecemos, fruímos e estudamos, vem agora acrescentar-se e impor-se como objecto de atenção a história recente das confrontações que marcaram a vida académica no âmbito das Humanidades, nas últimas décadas, e que não são alheias às tomadas de posição e às novas configurações disciplinares e curricu - lares entretanto surgidas. Entre outras consequências, estes conflitos conduzi - ram o estudo da literatura a uma situação de crise (no/s sentido/s que, mais adiante, terei oportunidade de explicar). As «batalhas» em torno do cânone6 e as «guerras da cultura»,7 como ficaram conhecidas,
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