Contextualization

Romanticism was a cultural and artistic movement that emerged in Europe during the late 18th century and spread worldwide in the first half of the 19th century. In Brazil, Romanticism extended from independence in 1822 until 1881, being divided into three generations: the Nationalistic, the Mal du Siècle, and the Condorist.

In this first phase of Brazilian Romanticism, also known as Nationalistic, Romantic-Indianist, or Romantic-Ufanist, literature took on a character of exaltation, defense, and valorization of national themes. The second phase, known as the 'Mal du Siècle' or 'Byronic,' established love suffering and pessimism as its main themes. The third and final phase, called Condorist, was the most social and political, marked by an abolitionist and republican character.

Application in the Real World

Literature is a reflection of its time, capturing its aspirations, conflicts, and worldviews. Romanticism, like any literary movement, offers a unique view of the society of the time. By studying Romanticism, we are not only learning about literature but also about history, politics, psychology, and the culture of the time. Moreover, many of the issues discussed by Romantic authors are still relevant today.

By understanding Romanticism and its three phases, we are better equipped to understand the history of Brazilian literature and culture. This is very useful not only in school but in any context where understanding the past is important for interpreting the present.

Practical Activity: 'Emotions on the Tip of the Pen - A Dive into Romanticism'

Project Objective

The objective of this project is to creatively and collaboratively immerse students in the universe of Romanticism, exploring its literary, historical, and cultural aspects. For this, each group will create a small book containing literary analyses of Romantic works, illustrations, and an original tale constructed from Romantic characteristics.

Detailed Project Description

The project will be divided into three main parts, representing the three phases of Brazilian Romanticism. Each group will be responsible for exploring a key work from each phase of the movement and creating a chapter for the book based on each work.

Necessary Materials

• Computers with internet access for research and material preparation.
• Materials for making the book (A4 paper, colored pens, pencils, scissors, glue, etc.).
• Romantic books or texts in the public domain (available on the internet).

Detailed Step-by-Step

1. Form groups of 3 to 5 students.

2. Each group must select a representative work from each phase of Brazilian Romanticism, totaling three works (one for each phase).

3. For each chosen work, the groups must perform the following tasks:

   • Reading and analysis of the work: Identify and discuss the main Romantic characteristics, the historical and cultural context of the work's creation, as well as the author's perspective.
   • Creation of a literary analysis: Write an analysis of this work, highlighting its Romantic characteristics, its importance for the Romantic phase to which it belongs, and its connection to the historical and cultural context of the time.
   • Illustration: Create an illustration that captures the essence of the work.
   • Original tale: Write a short story that incorporates the Romantic characteristics of the work in question.

4. With the complete literary analyses, illustrations, and tales, each group must then compile and organize this material into a small book.

5. Finally, students must present their book to the class, explaining the Romantic characteristics of each phase, the chosen works and their analyses, the illustrations, and the original tales.

Project Deliverables

Students must deliver both the physical book and a written report. The report should follow the structure of introduction, development, conclusions, and bibliography. In the introduction, students should contextualize the theme of Romanticism and its relevance, as well as explain the project's objective. In the development, students should describe in detail how they carried out each stage of the project, explaining the tasks performed, the methodology used, and the results obtained. In the conclusions, students should reflect on what they learned from the project, both in terms of knowledge about Romanticism and in terms of skills developed, such as teamwork, time management, critical thinking, and creativity. Finally, in the bibliography, students should list all the sources used for the project, including the texts read and the resources used for the literary analysis and the creation of the tale and illustrations.