Literary schools: what they are, aspects, summary

Literary schools They are literary movements whose works have common characteristics. Such characteristics are associated with a specific historical context. Therefore, there are the following literary schools: troubadourism, humanism, classicism, sixteenth centuryism, baroque, arcadianism, romanticism, realism, naturalism, parnassianism, symbolism, modernism and postmodernism.

Read too: 20 works that are great classics of world literature

Topics in this article

• 1 - Summary of literary schools
• 2 - What are literary schools?
• 3 - What are the literary schools?
  • → Troubadourism (12th century to 14th century)
  • → Humanism (14th century to 16th century)
  • → Classicism (16th century)
  • → 16th century (1500-1601)
  • → Baroque (16th century to 18th century)
  • → Arcadism (17th century to 18th century)
  • → Romanticism (18th century to 19th century)
  • → Realism (19th century)
  • → Naturalism (19th century)
  • → Parnassianism (19th century)
  • → Symbolism (19th century to 20th century)
  • → Pre-modernism (1902-1922)
  • → Modernism (20th century)
  • → Postmodernism (20th century)
• 4 - Brazilian literary schools
• 5 - Literary schools in Portugal
• 6 - Current literary school
• 7 - Solved exercises on literary schools

Summary about literary schools

• Literary schools are literary movements whose works have common characteristics.

• The literary schools are:

• troubadourism;

• humanism;

• classicism;

• sixteenth century;

• baroque;

• arcadianism;

• romanticism;

• realism;

• naturalism;

• Parnassianism;

• symbolism;

• modernism;

• postmodernism.

What are literary schools?

Literary schools (also called “period styles”) are literary movements whose works have common characteristics. Such characteristics are associated with a certain historical period. In this way, the customs and worldview that prevail at a given time end up influencing the way authors create their works.

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What are the literary schools?

→ Troubadourism (12th century to 14th century)

The troubadour songs cover the following themes: courtly love and loving suffering (love song), the longing for a distant friend (friend song), veiled, subtle criticism (scornful song), and explicit, offensive criticism (cursing song). This poetry medievalpresents a theocentric character. Find out more about this literary school by clicking here.

• Main troubadour authors

  • Raimbaut d’Aurenga (1147-1173) — French
  • Arnault Daniel (1150-1210) — French
  • Dom Afonso X (1221-1284) — Spanish
  • Dom Dinis (1261-1325) — Portuguese

• Main troubadour works

  • So how about knowing — Raimbaut d’Aurenga
  • L’aur’amara —Arnault Daniel
  • God save you, Gloriosa — Dom Afonso X
  • beautiful lady — Dom Dinis

→ Humanism (14th century to 16th century)

A humanistic literature brings back Greco-Latin values. And therefore, an anthropocentric literature, as it values ​​reason, despite presenting theocentric elements, as it is inserted in a period of transition. Thus, humanist poetry uses regular and presents philosophical content. The prose and theater are marked by satirical content.

• Main authors of humanism

  • Dante Alighieri (1265-1321) — Italian
  • Francesco Petrarca (1304-1374) — Italian
  • Sebastian Brant (1457-1521) — German
  • Gil Vicente (1465-1536) — Portuguese
  • Fernando de Rojas (1470-1541) — Spanish
  • Thomas More (1478-1535) — English
  • François Rabelais (1494-1553) — French

• Main humanist works

  • The divine Comedy, by Dante Alighieri
  • Triumphs, by Francesco Petrarca
  • The ship of the foolishby Sebastian Brant
  • Car from the boat from hell, by Gil Vicente
  • Celestina, by Fernando de Rojas
  • Utopia, by Thomas More
  • Pantagruel, by François Rabelais

→ Classicism (16th century)

Shakespeare was one of the main authors of classicism.

The works of classicism are characterized by anthropocentric view and the presence of Greco-Latin references. They also have romantic idealization, idealized woman, bucolicism, epic elements, reflection on love, antitheses It is paradoxes, in addition to the use of decasyllable verses in poetry. To learn more about this literary school, click here.

• Main classicist authors

  • Maurice Scève (1501-1564) — French
  • Garcilaso de la Vega (1503-1536) — Spanish
  • Luís Vaz de Camões (1524-1580) — Portuguese
  • Torquato Tasso (1544-1595) — Italian
  • William Shakespeare (1564-1616) — English

• Main classicist works

  • Delie, by Maurice Scève
  • Eclogues, by Garcilaso de la Vega
  • The Lusíadas, by Luís Vaz de Camões
  • Jerusalem freed, by Torquato Tasso
  • Sonnetsby William Shakespeare

→ 16th century (1500-1601)

To the works produced in Brazil during the 16th centuryare divided into information literature and catechesis literature. Therefore, travelers' chronicles, letters and reports have an informative content. Poems and plays of a religious nature present catechetical elements.

• Main 16th century authors

  • Pero Vaz de Caminha (1450-1500) — Portuguese
  • José de Anchieta (1534-1597) — Spanish

• Main 16th century works

  • Letter, by Pero Vaz de Caminha
  • Car from the feast of São Lourenço, by José de Anchieta

→ Baroque (16th century to 18th century)

Style marked by contrast, the baroque presents two figures of speech recurring, that is, the antithesis and the paradox. This literary school also has a pessimistic and morbid vision. Two important characteristics present in the works of this period are the cultism (play on words) and conceptism (game of ideas). Find out more about the Baroque style by clicking here.

• Main Baroque authors

  • Luis de Góngora (1561-1627) — Spanish
  • John Donne (1572-1631) — English
  • Soror Violante do Céu (1601-1693) — Portuguese
  • John Milton (1608-1674) — English
  • Father Antônio Vieira (1608-1697) — Portuguese
  • Gregório de Matos (1636-1696) — Brazilian

• Main Baroque works

  • Construction, by Luis de Góngora
  • Poemsby John Donne
  • Romance to Christ Crucified, by Soror Violante do Céu
  • Lost paradiseby John Milton
  • The sermons, by Father Antônio Vieira
  • Gregório de Matos wrote lyrical, sacred and satirical poems

→ Arcadism (17th century to 18th century)

Bocage was the main name in Portuguese Arcadianism.

Also called neoclassicism, Arcadianism presents pastoralism, idealization of love and women, in addition to Greco-Latin references. It also has content features such as: carpe diem (enjoy the moment), inutilia truncat (abandon the useless), locus amoenus (nice place) and aurea mediocritas (golden mediocrity). Furthermore, it is marked by the anthropocentric vision, enlightenment and rationalof reality.

• Main Arcadian authors

  • Molière (1622-1673) — French
  • Jean Racine (1639-1699) — French
  • Jonathan Swift (1667-1745) — Irish
  • Voltaire (1694-1778) — French
  • Cláudio Manuel da Costa (1729-1789) — Brazilian
  • Tomás Antônio Gonzaga (1744-1810) — Portuguese
  • Juan Meléndez Valdés (1754-1817) — Spanish
  • Manuel du Bocage (1765-1805) — Portuguese

• Main Arcadian works

  • Tartuffe, by Molière
  • Andromacheby Jean Racine
  • Gulliver's Travelsby Jonathan Swift
  • Candide or Optimismby Voltaire
  • rich village, by Cláudio Manuel da Costa
  • Marília de Dirceu, by Tomás Antônio Gonzaga
  • Poems, by Juan Meléndez Valdés
  • Pastor Elmano's complaints against Pastor Urselina's falsehood, by Manuel du Bocage

→ Romanticism (18th century to 19th century)

The romantic aesthetic has a nationalist character, discloses the bourgeois values and brings the idealization of love and women. Also presents love suffering and morbidity. Some authors may move towards social criticism and customs. Furthermore, romanticism is marked by sentimental exaggeration and subjectivity. To learn more about the romantic style, click here.

• Main authors of romanticism

  • Johann Wolfgang von Goethe (1749-1832) — German
  • Lord Byron (1788-1824) — English
  • Alexandre Dumas (1802-1870) — French
  • Victor Hugo (1802-1885) — French
  • José Zorrilla (1817-1893) — Spanish
  • Joaquim Manuel de Macedo (1820-1882) — Brazilian
  • Gonçalves Dias (1823-1864) — Brazilian
  • Bernardo Guimarães (1825-1884) — Brazilian
  • Camilo Castelo Branco (1825-1890) — Portuguese
  • José de Alencar (1829-1877) — Brazilian
  • Emily Dickinson (1830-1886) — American
  • Álvares de Azevedo (1831-1852) — Brazilian
  • Castro Alves (1847-1871) — Brazilian

• Main works of romanticism

  • The Sufferings of Young Wertherby Johann Wolfgang von Goethe
  • Don Juanby Lord Byron
  • The three Musketeersby Alexandre Dumas
  • The miserable, by Victor Hugo
  • Don Juan Tenorio, by José Zorrilla
  • Moreninha, by Joaquim Manuel de Macedo
  • The Timbiras, by Gonçalves Dias
  • The slave Isaura, by Bernardo Guimarães
  • Love of perdition, by Camilo Castelo Branco
  • The guarani, by José de Alencar
  • Poemsby Emily Dickinson
  • Lyra of twenty years, by Álvares de Azevedo
  • The slave ship, by Castro Alves

→ Realism (19th century)

This period style It's anti-romantic and, therefore, criticizes romanticism and the bourgeoisie. It is marked by objectivity and psychological analysis. Provides social criticism and Its main theme is female adultery.

• Main authors of the realistic school

  • Gustave Flaubert (1821-1880) — French
  • Fyodor Dostoevsky (1821-1881) — Russian
  • Leo Tolstoy (1828-1910) — Russian
  • Machado de Assis (1839-1908) — Brazilian
  • Benito Pérez Galdós (1843-1920) — Spanish
  • Eça de Queirós (1845-1900) — Portuguese

• Main works of the realistic school

  • Madame Bovary, by Gustave Flaubert
  • Crime and Punishment, by Fyodor Dostoevsky
  • Anna Kareninaby Leo Tolstoy
  • The Posthumous Memoirs of Bras Cubas, by Machado de Assis
  • Fortunata and Jacinta, by Benito Pérez Galdós
  • Cousin Basilio, by Eça de Queirós

→ Naturalism (19th century)

Zola was a naturalist author par excellence.

Naturalist aesthetics presents objectivity, social criticism and anti-romanticism. However, what differentiates it from realism is determinism (the character's destiny is determined by the environment, race or era) and zoomorphization (attribute animal characteristics to humans). To learn more about naturalism, click here.

• Main naturalist authors

  • Émile Zola (1840-1902) — French
  • Emilia Pardo Bazán (1851-1921) — Spanish
  • Aluísio Azevedo (1857-1913) — Brazilian

• Main naturalist works

  • Germinal, by Émile Zola
  • The tribune, by Emilia Pardo Bazán
  • The tenement, by Aluísio Azevedo

→ Parnassianism (19th century)

Style associated with a objective and descriptive poetry. Furthermore, it presents formal rigor and Greco-Latin references. Find out more about the Parnassian style by clicking here.

• Main Parnassian authors

  • Leconte de Lisle (1818-1894) — French
  • Cesário Verde (1855-1886) — Portuguese
  • Olavo Bilac (1865-1918) — Brazilian

• Main Parnassian works

  • ancient poems, by Leconte de Lisle
  • Cesário Verde's book, by Cesário Verde
  • Poems, by Olavo Bilac

→ Symbolism (19th century to 20th century)

Style related to a poetry marked by its subjective and metaphysical aspect. It also presents allegorizing capital letters, synesthesia, formal rigor and musicality. The symbolism It is anti-romantic and anti-realistic.

• Main authors of the symbolist school

  • Charles Baudelaire (1821-1867) — French
  • Stéphane Mallarmé (1842-1898) — French
  • Arthur Rimbaud (1854-1891) — French
  • Cruz e Sousa (1861-1898) — Brazilian
  • Camilo Pessanha (1867-1926) — Portuguese

• Main works of the symbolist school

  • The flowers of evilby Charles Baudelaire
  • Verse and prose, by Stéphane Mallarmé
  • A season in hellby Arthur Rimbaud
  • Buckles, by Cruz e Sousa
  • Clepsydra, by Camilo Pessanha

→ Pre-modernism (1902-1922)

Pre-modernism It's not a literary school. It's just a Brazilian literary period which makes the transition between symbolism and modernism. Therefore, it presents symbolist, Parnassian and naturalist characteristics but also announces modernist nationalism.

• Main authors of pre-modernism

  • Euclides da Cunha (1866-1909)
  • Graça Aranha (1868-1931)
  • Lima Barreto (1881-1922)
  • Monteiro Lobato (1882-1948)
  • Augusto dos Anjos (1884-1914)

• Main works of pre-modernism

  • The backlands, by Euclides da Cunha
  • Canaanby Graça Aranha
  • Sad end of Policarpo Quaresmaby Lima Barreto
  • Urupês, by Monteiro Lobato
  • I, by Augusto dos Anjos

→ Modernism (20th century)

Kafka was one of the most intriguing modernist authors.

Literary style marked by innovation and by questioning academic art. It has a nationalist, realistic and critical character, in addition to appreciation of colloquial language. In poetry, there is a preference for free verse. It also presents a contemporary theme, in addition to existential and spiritual conflict. Finally, the works may have regionalist elements. To learn more about this literary school, click here.

• Main authors of the modernist school

  • Marcel Proust (1871-1922) — French
  • Virginia Woolf (1882-1941) — English
  • James Joyce (1882-1941) — Irish
  • Franz Kafka (1883-1924) — Czech
  • Fernando Pessoa (1888-1935) — Portuguese
  • Oswald de Andrade (1890-1954) — Brazilian
  • Mário de Andrade (1893-1945) — Brazilian
  • Cecília Meireles (1901-1964) — Brazilian
  • Carlos Drummond de Andrade (1902-1987) — Brazilian
  • Jorge Amado (1912-2001) — Brazilian

• Main works of the modernist school

  • In search of lost timeby Marcel Proust
  • Mrs. Dallowayby Virginia Woolf
  • Ulyssesby James Joyce
  • The metamorphosisby Franz Kafka
  • Message, by Fernando Pessoa
  • Sentimental memories of João Miramar, by Oswald de Andrade
  • Macunaíma, by Mário de Andrade
  • Romance of Inconfidence, by Cecília Meireles
  • The people's rose, by Carlos Drummond de Andrade
  • Sand captains, by Jorge Amado

→ Postmodernism (20th century)

Postmodern literature is marked by: experimentation, sociopolitical themes, stream of consciousness, reflection existential, freedom of creation, concretism, intertextuality, metalanguage, fragmentation and universalism.

• Main postmodern authors

  • João Guimarães Rosa (1908-1967) — Brazilian
  • Clarice Lispector (1920-1977) — Brazilian
  • Jack Kerouac (1922-1969) — American
  • John Fowles (1926-2005) — English
  • Haroldo de Campos (1929-2003) — Brazilian
  • Antonia Susan Byatt (1936-) — English

• Main postmodern works

  • Great wilderness: paths, by João Guimarães Rosa
  • The hour of the star, by Clarice Lispector
  • Foot on the roadby Jack Kerouac
  • The French lieutenant's wifeby John Fowles
  • Galaxies, by Haroldo de Campos
  • Possession, by Antonia Susan Byatt

See too: European avant-gardes — artistic movements that influenced modernism around the world

Brazilian literary schools

LITERARY SCHOOL	PERIOD	MAIN AUTHORS
16th century	1500 to 1601	Pero Vaz de Caminha and José de Anchieta.
Baroque	1601 to 1768	Bento Teixeira, Father Antônio Vieira and Gregório de Matos.
Arcadism	1768 to 1836	José de Santa Rita Durão, Cláudio Manuel da Costa, José Basílio da Gama and Tomás Antônio Gonzaga.
Romanticism	1836 to 1881	Gonçalves de Magalhães, Gonçalves Dias, Álvares de Azevedo, Casimiro de Abreu, Fagundes Varela, Sousândrade, Castro Alves, José de Alencar, Joaquim Manuel de Macedo, Manuel Antônio de Almeida, Maria Firmina dos Reis, Bernardo Guimarães, Franklin Távora, Visconde de Taunay and Martins Pity.
Realism	1881 to 1902	Machado de Assis
Naturalism	1881 to 1902	Aluísio Azevedo, Raul Pompeia and Adolfo Caminha.
Parnassianism	1882 to 1893	Alberto de Oliveira, Raimundo Correia, Olavo Bilac and Francisca Júlia.
Symbolism	1893 to 1902	Cruz e Sousa and Alphonsus de Guimaraens.
Premodernism	1902 to 1922	Euclides da Cunha, Graça Aranha, Lima Barreto, Monteiro Lobato and Augusto dos Anjos.
Modernism	1922 to 1945	Manuel Bandeira, Oswald de Andrade, Mário de Andrade, Jorge de Lima, Cecília Meireles, Murilo Mendes, Carlos Drummond de Andrade, Vinicius de Moraes, Graciliano Ramos, Erico Verissimo, Rachel de Queiroz and Jorge Loved.
Postmodernism	1945 to 1978	João Cabral de Melo Neto, Ferreira Gullar, Décio Pignatari, Haroldo de Campos, Augusto de Campos, João Guimarães Rosa and Clarice Lispector.

Find out more about Brazilian period styles by clicking here.

Literary schools in Portugal

LITERARY SCHOOL	PERIOD	MAIN AUTHORS
Troubadourism	12th century to 15th century	Dom Dinis and João Garcia de Guilhade.
Humanism	15th century to 16th century	Bernardim Ribeiro, João Ruiz de Castello-Branco, Sá de Miranda and Gil Vicente.
Classicism	century XVI	Luís Vaz de Camões
Baroque	1580 to 1756	Francisco Rodrigues Lobo, Jerónimo Baía, António Barbosa Bacelar, António José da Silva, Gaspar Pires de Rebelo, Teresa Margarida da Silva and Orta, D. Francisco Manuel de Melo, Soror Violante do Céu and Soror Mariana Alcoforado.
Arcadism	1756 to 1825	Correia Garção, Manuel du Bocage, António Dinis da Cruz e Silva, Marquesa de Alorna and Francisco José Freire.
Romanticism	1825 to 1870	Alexandre Herculano, Almeida Garret, Camilo Castelo Branco, Soares de Passos and Júlio Dinis.
Realism/naturalism	1865 to 1900	Antero de Quental, Eça de Queirós, Cesário Verde, Fialho de Almeida and Guerra Junqueiro.
Symbolism	1890 to 1915	Eugénio de Castro, Camilo Pessanha and António Nobre.
Modernism	1915 to 1974	Fernando Pessoa, Mário de Sá-Carneiro, Almada Negreiros, José Régio, João Gaspar Simões, Branquinho da Fonseca, Miguel Torga, Soeiro Pereira Gomes, Ferreira de Castro and Alves Redol.

Current literary school

At the moment, there is no ongoing literary school or, at least, literary scholars have not yet identified common literary characteristics that could be associated with a period style. What is currently happening is a multiplicity of styles, in addition to valuing minority or peripheral literature.

Know more: English literature — history, main authors and works

Solved exercises on literary schools

Question 01 (Enem)

Text 1

Song of exile

My land has palm trees,
Where Sabiá sings;
The birds that chirp here,
They don't chirp like there.
Our sky has more stars,
Our floodplains have more flowers,
Our forests have more life,
Our life more loves.
[...]
My land is exquisite,
I can't find such things here;
In brooding — alone, at night —
More pleasure I find there;
My land has palm trees
Where Sabiá sings.
God do not allow me to die,
Without me going back there;
Without enjoying the exquisite
That I can't find around here;
You can still see the palm trees
Where Sabiá sings.

DIAS, G. Complete poetry and prose.

Text 2

Song of return to the Fatherland

My land has palm trees
Where the sea chirps
The birds here
They don't sing like the ones there
My land has more roses
And there are almost more loves
My land has more gold
My land has more land
Gold earth love and roses
I want everything from there
God don't allow me to die
Without going back there
God don't allow me to die
Without returning to São Paulo
Without me seeing 15th street
And the progress of São Paulo

ANDRADE, O. Student Oswald's poetry notebooks. São Paulo: Círculo do Livro, [s. d.].

Texts 1 and 2, written in different historical and cultural contexts, focus on the same poetic motif: the Brazilian landscape seen from a distance. Analyzing them, it is concluded that

A) jingoism, the attitude of someone who is excessively proud of the country in which they were born, is the tone that the two texts take on.

B) the exaltation of nature is the main characteristic of text 2, which values ​​the tropical landscape highlighted in text 1.

C) text 2 addresses the theme of the nation, like text 1, but without losing the critical vision of Brazilian reality.

D) text 1, as opposed to text 2, reveals the poet's geographic distance from his homeland.

E) both texts ironically present the Brazilian landscape.

Resolution:

Alternative C

Text 2 is by modernist Oswald de Andrade, who presents a critical view of Brazilian reality, for example, by mentioning “palmares” and “almost has more loves”. Text 1, by the romantic Gonçalves Dias, completely idealizes the homeland, as it is completely jingoistic and nationalistic.

Question 02 (Enem)

The West is burning in agony
The sun... Birds in detached flocks,
Through skies of gold and purple streaked,
Flee... The eyelid of the day closes...

They are outlined beyond the mountains
The haloed peaks of flame,
And everywhere, around, spills spill
Some soft tones of melancholy.

A world of vapors in the air floats...
Like a formless stain looms large and grows
The shadow in proportion as the light recedes.

Apathetic nature fades...
Little by little, between the trees, the moon
It appears trembling, trembling... It gets dark.

CORRÊA, R. Available at: www.brasiliana.usp.br. Accessed on: 13 Aug. 2017.

A composition with a fixed format, the sonnet became a model particularly suited to Parnassian poetry. In Raimundo Corrêa's poem, it refers to this aesthetic

A) metaphors inspired by the vision of nature.

B) the absence of emotionality by the lyrical self.

C) ornamental rhetoric disconnected from reality.

D) the use of description as a means of expressiveness.

E) the link to themes common to Classical Antiquity.

Resolution:

Alternative D

Description stands out in Raimundo Corrêa's Parnassian poem, one of the main characteristics of this style. Objectivity, on the other hand, is compromised by the particular perceptions of the lyrical self, which points out the melancholy and apathy of nature.

Question 03 (Enem)

Leda delightful serenity,
Which represents a paradise on earth;
Among rubies and pearls sweet laughter;
Beneath gold and pink snow;

Moderate and graceful presence,
Where teaching are eviction and wisdom
What can be done by art and by notice,
As by nature, to be beautiful;

Speak on whom death and life hang,
Rare, smooth; Finally, Madam, yours;
I rest in it joyful and measured:

These are the weapons with which I surrender
And Love captivates me; but not that it can
Strip myself of the glory of surrender.

CAMÕES, L. Complete work. Rio de Janeiro: Nova Aguilar, 2008.

SANZIO, R. (1483-1520) The woman with the unicorn. Rome, Galleria Borghese. Available at: www.arquipelagos.pt. Accessed on: 29 Feb. 2012.

Painting and poem, despite being products of two different artistic languages, participated in the same social and cultural context of production due to the fact that both

A) present a realistic portrait, evidenced by the unicorn present in the painting and by the adjectives used in the poem.

B) value the excess of decorations in personal presentation and the variation in women's attitudes, evidenced by the adjectives in the poem.

C) present an ideal portrait of a woman marked by sobriety and balance, evidenced by the girl's posture, expression and clothing and the adjectives used in the poem.

D) disregard the medieval concept of the idealization of women as the basis of artistic production, evidenced by the adjectives used in the poem.

E) present an ideal portrait of a woman marked by emotion and inner conflict, evidenced by the girl's expression and the adjectives in the poem.

Resolution:

Alternative C

In the poem by Camões, one of the main authors of classicism, it is possible to perceive the idealization of women. The lyrical self highlights her serenity, sweet laughter, moderation and grace. This sobriety can also be seen in painting, in which the idealized woman is far from sentimental excesses.

Sources

ABAURRE, Maria Luiza M.; PONTARA, Marcela. Literature: times, readers and readings. 3. ed. São Paulo: Editora Moderna, 2015.

COSTA, Edson Tavares. Degree in Literature/Portuguese: Portuguese literature. Campina Grande: EDUEPB, 2011.

GOMES, Carlos Magno Santos; RAMALHO, Christina Bielinski. Portuguese literature I. São Cristóvão: CESAD, 2009.

GOULART, Audemaro Taranto; SILVA, Oscar Vieira da. Introduction to the study of literature. Belo Horizonte: Lê, 1994.

JONES, Sara de Sá. Jack Kerouac's Road: an existential journey. 2014. Dissertation (Master of Arts) – Faculty of Arts, University of Porto, Porto, 2014.

MENDES, Ana Cristina. Postmodernist fiction and the search for possible truths — a theoretical review. Rev. Let., São Paulo, v. 57, no. 1, p. 27-41, Jan./Jun. 2017.

RAMALHO, Christina Bielinski; RAMOS, Magna Maria de Oliveira; CARVALHO, Maria Leônia Garcia Costa. Portuguese literature II. São Cristóvão: CESAD, 2010.

VALENCIA, Ana Maria Macedo; RAMOS, Magna Maria de Oliveira; CARVALHO, Maria Leônia Garcia Costa. Portuguese literature III. São Cristóvão: CESAD, 2011.

Would you like to reference this text in a school or academic work? Look:

SOUZA, Warley. "Literary schools"; Brazil School. Available in: https://brasilescola.uol.com.br/literatura/escolas-literarias.htm. Accessed September 10, 2023.

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