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Aula

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nacionais.

OBJETIVOS
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paradigmas instaurados pelo Romantismo;
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Literatura Portuguesa II

,1752'8d2

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Faltava abandonar a velha escola


Tomar o mundo feito coca-cola
Fazer da minha vida sempre
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E ao mesmo tempo fazer dela
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QLFR

Talvez eu seja
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Dos litorais
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Iluminar a vida
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68
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Aula

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Te ganhar e te perder
Falta eu acordar
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Ser gente grande
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Assim, sem aventura...

Deixa ser
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de tal modo ao pensamento e ao sentimento humano que se tornou mais
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69
Literatura Portuguesa II

ores e posteriores a esse movimento que, por apresentarem registros que


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O CONCEITO DE ROMANTISMO, AS ORIGENS E


$6&$5$&7(567,&$6
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tos intelectuais, que, privilegiando os sentimentos, em detrimento da postura
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mente, o modo de ver o papel do artista na sociedade. Entretanto, o adjetivo
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culo XVIII. Esteticamente, o Romantismo abrange a pintura, a escultura,
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70
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Aula

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Johann Georg Hamann, Johann Gottfried von Herder e Goethe reagiam
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determinou outro conceito, o de Beaux-Arts (Belas Artes), e parecia ter
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e antenada com o futuro.
A leitura que Boileau, em 1674, fez dos textos de Longinus (ou
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Philosophical Enquiry into the Origin of our Ideas of the Sublime and
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GRVpFXOR;9,,,

71
Literatura Portuguesa II

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colonizadores.
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leituras que, ao mesmo tempo, informem e emocionem, ainda que, para isso,
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72
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Aula

a. segundo Alcimeno Bastos: idealismo, individualismo, escapismo,


passadismo, historicismo, onirismo, exotismo, sobrenaturalismo,
a morte como tema, reformismo, sentimentalismo, subjetivismo,
5
espiritualismo, nacionalismo, culto da natureza, indianismo e
liberdade criadora. (p.45-69)

E VHJXQGR 'RPtFLR 3URHQoD )LOKR FRVPRYLVmR PDUFDGD SHOR


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modo como essas marcas do Romantismo podem ser observadas na poesia
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perdurou por mais tempo.
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tivas de maior pragmatismo. Desse modo, o Realismo, como uma natural
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RKRPHPVXEVWLWXLUiRFHQWUDPHQWRQDVXEMHWLYLGDGHHQRLGHDOLVPRSRU

73
Literatura Portuguesa II

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teremos retratos que buscam captar o sentimento e a subjetividade individual.

75
Literatura Portuguesa II

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e igualdade. Ficaram famosas, por esse apelo, entre outras, A liberdade guiando
o povo, de Delacroix, que abre esta aula e A barca de Medusa, de Gericault,
que veremos mais adiante.
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contrastes de cor e claros-escuros que lembram a pintura barroca.
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planetasapiens.com)

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wordpress.com)

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em toda a Europa.
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confusa em seus resultados.

77
Literatura Portuguesa II

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(1784-1855) e Antoine-Louis Barye (1795-1850) e o italiano Lorenzo Bar-
WROLQL  IRUDPRVQRPHVPDLVIDPRVRVGDHVFXOWXUDURPkQWLFD

79
Literatura Portuguesa II

Elefante, de Barye (fontes: http://www.chess-theory.com)

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da rotina das camadas sociais menos privilegiadas.

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expandir e transformar o Romantismo, como se deu com Edgar Allan Poe,
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faculdades ativas e investigadoras do homem, e como todo o nosso
trabalho visa apenas a satisfazer nossas necessidades, as quais, por
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81
Literatura Portuguesa II

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82
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Vivi, amei, bebi, tal como tu; morri;


Que renuncie e terra aos ossos meus
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Para ajudar os outros brilhe agora e;
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Bebe enquanto puderes; quando tu e os teus


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Redimidas dos vermes e da argila
Ao menos possam ter alguma serventia.

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Romantismo. Entre os escritores franceses, Victor-Marie Hugo (1802-1885)
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ocorrera com o ultrarromantismo de Byron, inspirou muitos escritores
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83
Literatura Portuguesa II

Quando cheguei, tive de apresentar meu documento na Prefeitura,


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em escala industrial, que propiciou o alargamento do mercado consumidor
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para os folhetins, esses autores traduziam poemas e narrativas de outros
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fundidade.
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84
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Aula

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5
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$/,7(5$785$52017,&$32578*8(6$
Segundo muitos historiadores, o Romantismo em Portugal durou
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forca, homens e mulheres que ousassem enfrentar publicamente as ordens
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identidade e ordem social.
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Herculano.

Mocidade e morte

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85
Literatura Portuguesa II

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E com o pulso, que apressado bate,
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ATIVIDADES

1. Observe os quadros A Liberdade guiando o povo e A barca de Medusa.


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2. Leia novamente o trecho do romance de Goethe e destaque aspectos
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87
Literatura Portuguesa II

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1. Observe que os dois quadros retratam uma cena coletiva, envolvendo
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$872$9$/,$d2
Depois de ler essa aula, relacionarei os principais aspectos do Roman-
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Ao observar as imagens e os textos citados compreendo, com mais
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e obras destacadas, em verso. Destacaremos poetas como Almeida Garret,
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88
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Aula

5()(51&,$6
AGUIAR E 6,/9$ 9tWRU 0DQXHO GH Teoria da Literatura. Coimbra:
5
Livraria Almedina, 1982.
BASTOS, Alcmeno. 3RHVLD%UDVLOHLUD HVWLORVGHpSRFD. Rio de Janeiro:
UFRJ, 1998.
CLAUDON, Francis. (QFLFORSpGLDGR5RPDQWLVPR. Minho: Verbo.
HAUSER, Arnold. +LVWyULDVRFLDOGDDUWHHGDOLWHUDWXUD6mR3DXOR
Martins Fontes, 1998.
JEAN, Georges. $HVFULWDPHPyULDGRVKRPHQV. Rio de Janeiro: Ob-
jetiva, 2002.
02,6e60DVVDXGA literatura portuguesa6mR3DXOR&XOWUL[
_______________. 'LFLRQiULRGHWHUPRVOLWHUiULRV6mR3DXOR&XOWUL[
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6$5$,9$$QW{QLR-RVp/23(6VFDU+LVWyULDGDOLWHUDWXUDSRUWX
guesa. 14 ed. Porto: Porto Editora Lda., s/a .

89