A literatura épica e os princípios da “Identidade” Castelhana

• Ano de defesa: 2016
• Autor(a) principal: Paula, Ronison Penha De
• Orientador(a): Mariano, André Luiz Sena
• Banca de defesa: Salles, Bruno Tadeu, Faria, Marcos Roberto De
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Programa de Pós-graduação em História Ibérica
• Departamento: Instituto de Ciências Humanas e Letras
• País: Brasil
• Palavras-chave em Português: Ibérica, Península (Portugal, Espanha); Literatura epica; Identidade; Castela e Leão (Espanha); Educação
• Área do conhecimento CNPq: CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/1050

This essay is consisted on two concomitant parts in order to adequate to the requirements of the Pos-graduation in Iberian History project of the Federal University in Alfenas-MG (UNIFAL-MG). In its first part follows an analysis about the process in which we are pointing as the principles of the Castilian identify within the 12th century background, a starting point being the observations upon the region’s rising Epic Literature, hence, we have understood it as a reaction onto dissemination of external references in this Iberian region. In order to do so, the essay in its first part is organized in three chapters, the first being a bibliographic discussion where we take into consideration some authors who deal with this subject, their main incursions on the theme which provide us the basis for our source analysis. Since we are considering the priciples of the Castilian identify within a process instead of the refusing of an Epic Literature of a frank origin in the region, we intend, in the second chapter, to demonstrate the characteristics of this so resisted literature, along with its potential to disseminate its characters. Nevertheless, such analysis enabled the assessment over characteristics upon this epic narrative above Pirineus and, in a comparative perspective in relation to the epic Iberian origin analised. It allowed a perceiving of a difference in these literary works, suggesting traces from the Iberian identity expressed in their elaborations of a epic genre. That is exactly why we tried to analyse a sample or each origin, so as to observe what biggest characteristics from a historic perspective is shown. In the third chapter, thus, we intended to broaden the concept of epic literature by deepening the overview “Poema de Mio Cid” through which we could make a comparison with the “French” narrative. We colud then pinpoint Iberian traces within its elaboration, and so we dare , also based on bibliography, to identify initial characteristics of an Iberian identify. In the second part of the essay we approached the demands to the educational area, a requirement of the pos-graduation in Iberian History programme. As it a research in Medieval History on Iberian Peninsula, it is also a very little or non-explored theme whatsoever on a basic educational level. This hypotheses that rose from superficial observations was compounded of a deeper analysis over two important subjects in basic education, being one of a local meaning within the state of Minas Gerais, and another witch a broader point o view. The first is named “Conteúdos Básicos Comum” (CBC) elaborated in 2007. The other is (Programa Nacional do Livro Didático” (PNLD) in 2011. In both cases we notice some negligency towards the historical thematics. From this finding we argue the absence of historical contents of Iberian origin in the educational system Since it relates to an understanding of an important part of the cultural education in a society such as the Brazilian. As to problematize this issue, we consider the absence mentioned like an expression of a speech in which elects certain themes in detriment of others. The subjects is also an expression of power, such argument is made following the remarks of Michael Foucault and his concept of speech. Based on this, according to the referred author above, we suggest to considerate as well other spaces for the historical approach, which we understand beneficial to a full formation and does not ignore historical developments inherent to society. At last follows a chapter about the developed educational object, providing a tool that will help a teacher in their practice when working this theme. The basic idea then was to develop a historical research, recognize its necessity in the educational means and offer a media resource that can help its instructions.