Aprendizado da culpa: caminhos da formação nos romances de Michel Laub
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Data
2019-07-31
Autores
Moreno, Naiara Alberti [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A concepção deste trabalho decorre da observação de um fenômeno presente na fortuna crítica do escritor brasileiro Michel Laub: parte considerável de sua obra tem sido associada ao conceito de “romance de formação”, tradução corrente do termo alemão Bildungsroman. No entanto, constatou-se que essa associação não havia sido ainda suficientemente desenvolvida, configurando uma lacuna na crítica sobre o autor. Considerando que o conceito de Bildungsroman foi criado para designar obras alemãs do final do século XVIII, faltava esclarecer as implicações de seu deslocamento para tratar de romances brasileiros do século XXI. Diante disso, esta pesquisa busca averiguar em que medida o conceito torna-se útil à compreensão dos romances do autor. Para tanto, realiza-se, primeiramente, um levantamento sobre o estado da questão na fortuna crítica de Michel Laub, bem como sobre a assimilação do conceito pela crítica literária brasileira. Em um segundo momento, recuperam-se algumas das principais definições do conceito, o qual surge de uma intrínseca relação com o Iluminismo, mas se transforma ao longo do tempo: expandindo-se para recobrir um conjunto de obras cada vez mais heterogêneo, seus sentidos passam a ser repensados em vista das peculiaridades dos diferentes objetos. Finalmente, retorna-se ao ponto de partida para apresentar, à luz desse percurso, uma leitura das obras de Michel Laub. Os romances selecionados são Longe da água, de 2004, Diário da queda, de 2011, e A maçã envenenada, de 2013. Para tanto, do ponto de vista metodológico, procura-se mobilizar o conceito como uma ferramenta interpretativa, isto é, como um elemento de mediação capaz de facultar uma nova compreensão das obras. Com isso, favorece-se tanto a visualização das relações que os romances estabelecem entre si, quanto o reconhecimento dos diálogos que tais obras estabelecem com essa tradição. A análise toma como referência aspectos do romance Os anos de aprendizado do jovem Wilhelm Meister (1795-6), de Johann Wolfgang von Goethe (1749-1832), obra paradigmática do Bildungsroman. Os eixos propostos para a leitura dos romances de Laub dizem respeito às seguintes esferas iniciáticas que marcam o caminho de formação dos protagonistas rumo à maturidade: a relação com as instituições de ensino, o contato com as artes e com o âmbito profissional e a iniciação amorosa. Os protagonistas buscam compreender o que viveram e reconhecer os limites de suas responsabilidades pelos eventos passados. O ponto de chegada do processo, que culmina na escrita dos romances, sugere a existência de um profundo sentimento de culpa, decorrente da dificuldade de lidar com os afetos. Com esse percurso, espera-se, portanto, contribuir para a compreensão dos sentidos da formação nos romances de Michel Laub.
The conception of this work comes from the observation of a phenomenon manifested in the critical fortune of Brazilian author Michel Laub: a considerable part of his literary work has been associated with the concept of “novel of formation”, which is a recurrent translation of the German term "Bildungsroman". However, it has been verified that this association has not been sufficiently developed yet, leaving a gap in the criticism about the author. Once one considers that the concept of Bildungsroman designates German novels from the end of the 18th century, there is a lack of clarification about the implications of dislocating this concept to Brazilian narratives of the current century. Faced with this situation, this dissertation aims to ascertain to what extent the idea of the novel of formation is useful to approach Laub’s novels. For this purpose, it has been conducted a research on the circumstances regarding this question in the critical fortune on Laub's work. In order to understand the context in which this discourse insertion occurs, we delineate a panorama about the assimilation of the concept of "Bildungsroman" by the Brazilian literary criticism. Then, some of the main definitions of the novel of formation are recovered, as it had first arose in an intrinsic relationship with the eighteenth century Enlightenment, but, after a while, suffered some conceptual modifications in the course of time. As the term expanded to cover an increasingly heterogeneous set of works, theorists began to reconsider the concept’s meanings due to the peculiarity of these different objects. Finally, the starting point of this dissertation is retrieved to introduce, in light of this trajectory, a reading of two selected novels by Michel Laub: Longe da água, published in 2004, Diário da queda, published in 2011, and A maçã envenenada, published in 2013. Therefore, from the methodological perspective, we pursue a mobilization of the concept as an interpretative tool, that is, as an element of mediation capable of providing a new comprehension of Laub’s works. By these means, both the visualization of the relations that the novels build between themselves and the recognition of the dialogues they establish with the tradition are favored. The analysis considers some aspects of the novel Wilhelm Meister's Apprenticeship, by Goethe, a paradigmatic work of the Bildungsroman genre, as a reference. The axes proposed for treating Laub’s novels refer to the following initiatory spheres, which signalize the formation path of the protagonist towards maturity: the relation with education institutions, the contact with arts and with the professional environment, and the initiation to love affairs. The protagonists seek to comprehend what they have lived and to recognize the limits of their responsibilities in events of their past. The final destination of this process, which culminates in writing the novels, suggests the existence of a deep feeling of guilt, arising from the difficulty of dealing with the affections. Finally, we expect that this work will contribute to understand the meanings of formation in the novels by Michel Laub
The conception of this work comes from the observation of a phenomenon manifested in the critical fortune of Brazilian author Michel Laub: a considerable part of his literary work has been associated with the concept of “novel of formation”, which is a recurrent translation of the German term "Bildungsroman". However, it has been verified that this association has not been sufficiently developed yet, leaving a gap in the criticism about the author. Once one considers that the concept of Bildungsroman designates German novels from the end of the 18th century, there is a lack of clarification about the implications of dislocating this concept to Brazilian narratives of the current century. Faced with this situation, this dissertation aims to ascertain to what extent the idea of the novel of formation is useful to approach Laub’s novels. For this purpose, it has been conducted a research on the circumstances regarding this question in the critical fortune on Laub's work. In order to understand the context in which this discourse insertion occurs, we delineate a panorama about the assimilation of the concept of "Bildungsroman" by the Brazilian literary criticism. Then, some of the main definitions of the novel of formation are recovered, as it had first arose in an intrinsic relationship with the eighteenth century Enlightenment, but, after a while, suffered some conceptual modifications in the course of time. As the term expanded to cover an increasingly heterogeneous set of works, theorists began to reconsider the concept’s meanings due to the peculiarity of these different objects. Finally, the starting point of this dissertation is retrieved to introduce, in light of this trajectory, a reading of two selected novels by Michel Laub: Longe da água, published in 2004, Diário da queda, published in 2011, and A maçã envenenada, published in 2013. Therefore, from the methodological perspective, we pursue a mobilization of the concept as an interpretative tool, that is, as an element of mediation capable of providing a new comprehension of Laub’s works. By these means, both the visualization of the relations that the novels build between themselves and the recognition of the dialogues they establish with the tradition are favored. The analysis considers some aspects of the novel Wilhelm Meister's Apprenticeship, by Goethe, a paradigmatic work of the Bildungsroman genre, as a reference. The axes proposed for treating Laub’s novels refer to the following initiatory spheres, which signalize the formation path of the protagonist towards maturity: the relation with education institutions, the contact with arts and with the professional environment, and the initiation to love affairs. The protagonists seek to comprehend what they have lived and to recognize the limits of their responsibilities in events of their past. The final destination of this process, which culminates in writing the novels, suggests the existence of a deep feeling of guilt, arising from the difficulty of dealing with the affections. Finally, we expect that this work will contribute to understand the meanings of formation in the novels by Michel Laub
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Palavras-chave
romance de formação, Bildungsroman, romance brasileiro contemporâneo, romance brasileiro do século XXI, Michel Laub, Brazilian novel from the 21st century, Novel of formation