Little Women: um bildungsroman feminino quádruplo.

Abstract

This research aims to analyze the novel Little Women (1868) by the American author Louisa May Alcott (1832-1888) from the perspective of the female Bildungsroman, also known as the feminine Novel of Formation. The study adopts a critical approach, seeking to examine the intrinsic elements of the literary genre that shapes the trajectory of the March sisters throughout the narrative. To accomplish this, a qualitative research methodology was employed, based on bibliographic sources, drawing on the theoretical contributions of authors such as Pinto (1990), Bakhtin (1997), Maas (2000), Schwantes (2007), Summerfield & Downward (2012), Galbiati (2013), Freitas (2016), Moretti (2020), Mazzari (2020), among others. The work as a whole will encompass the specificities that structure the subgenre under consideration, which traditionally revolved around the hero's universe, as the Bildungsroman is a genre predominantly associated with male protagonists. However, building upon the solid foundations established by feminist criticism, we will also explore the literary development of the novel in terms of its compositional construction, which includes the female perspective, namely the female Bildungsroman. Additionally, the research will highlight the intimate portrayal of the author's life, emphasizing the representation of women in 19th-century literature as expressed through her writing. Lastly, we will examine the novel by tracing the aspects that constitute the protagonists' Bildung (formation), delving into themes related to the personal, intellectual, and social growth of the March sisters through the lens of the female Bildungsroman. This analytical process involved a detailed elucidation of the novel, identifying essential moments of transformation and character development. Furthermore, it was demonstrated how the author skillfully employs the paradigmatic characteristics of the traditional genre and adapts them to a feminine aesthetic.