Tapia-Ortiz, Jorge
(2016)
Educación, comunidad y literatura: condiciones para la emergencia de una literatura indígena contemporánea (caso bröran-térraba en Costa Rica).
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
In the last decade indigenous narratives and poetry in Latin America have received much attention. There has been a broader understanding and appreciation of the need to investigate the importance of indigenous development of literary studies. As a result, researchers have broken through pre-existing notions and beliefs that have kept indigenous narratives from becoming part of the literary canon. In many indigenous communities, individuals are taking charge of producing written works based on their rich oral traditions by becoming authors, translators and editors of a growing stream of literary and scholarly works published in native languages and Spanish (or Portuguese, in the case of Brazil).
In recent years, the Bröran-Térraba community, in southern Costa Rica, has gone through a series of social changes aimed at gaining a better education to improve the structural conditions of their school and community. A reform of the education system also passed to improve conditions for the indigenous communities by giving autonomy to the elders and leaders to form and design their academic curricula more independently, allowing new experiences to fortify their culture by venturing in literary workshops.
Here, I analyze the emergence of their writing related to the introduction of indigenous authors into the education system and how it triggers the creation of local literatures to promote and help create the emergence and recognition of these narratives. We proved that the role that literature and literary studies plays in this process is an important one with the publication of the first anthology of contemporary indigenous writers in Costa Rica, which is included in Chapter V. This anthology is the result of literary workshops where I used the methodological insights provided by Colombian sociologist Orlando Fals Borda, whose basic principle is to obtain the appropriate concepts and analysis from the actors involved to describe their actions. A second basic principle takes into account that the researcher himself inevitably becomes an actor in this study.
The main goal with this work is to become an example to other researchers interested in indigenous communities and aid in the promotion of indigenous literatures and cultures.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
15 June 2016 |
| Date Type: |
Publication |
| Defense Date: |
8 April 2016 |
| Approval Date: |
15 June 2016 |
| Submission Date: |
15 April 2016 |
| Access Restriction: |
2 year -- Restrict access to University of Pittsburgh for a period of 2 years. |
| Number of Pages: |
311 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Hispanic Languages and Literatures |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Educación, literatura indígena, Costa Rica, Abya Yala |
| Date Deposited: |
15 Jun 2016 21:22 |
| Last Modified: |
15 Jun 2018 05:15 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/27721 |
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