Didaktiniai ir normatyviniai lietuvių prozos modeliai: įtakos ir vietinės modifikacijos

LTŠiame straipsnyje gretinama lietuvių klasikinė didaktinė literatūra (XIX a. 3-8 dešimtmečiai), charakterizuojanti visą lietuvių literatūros Švietimo epochą, ir XX a. 5-6 dešimtmečių literatūra. Nors jas skiria didelis laiko tarpas, visiškai pasikeitęs sociokultūrinis kontekstas, literatūrinės komunikacijos situacija, tačiau jų tekstuose įmanoma aptikti ryškių struktūros panašumų. Akivaizdu, kad šių tekstų kūrėjams darė įtaką ir kaimyninių tautų literatūra: XIX a. lietuvių didaktinė proza daug skolinosi iš lenkų - Jano Chodzkos (1777-1851) ir kitų didaktinės prozos autorių, - o pokario literatūra gręžėsi į XX a. pradžios rusų proletkulto poezijos ir ankstyvosios tarybinės prozos pavyzdžius - Demjano Bed- no (1883-1945), Fiodoro Gladkovo (1883-1958) ir kitų rašytojų kūrybą. Abu grožinio teksto tipai - XIX a. didaktinis (paveiktas lenkų literatūrinės tradicijos) ir XX a. 5-6 dešimtmečių normatyvinis (paveiktas rusų literatūrinės tradicijos) - gretinami taikant istorinę-kultūrinę, komparatyvistinę, struktūrinę bei komunikacinę teksto analizės prieigas. Straipsnio tikslas: tiriant formaliuosius teksto kriterijus, atskleisti pasikartojančias poetikos struktūras, iškelti kaimyninių literatūrų - kaip pavyzdžio, modelių teikėjų - vaidmenį. [Iš straipsnio, p. 269]

ENThere are not made any attempts to compare Lithuanian classical didactic literature (3rd-8th decades of the 19th century) which characterises the whole Enlightenment epoch of literature in the 5th-6th decades of the 20th century. The latter period points to the time of maximal tension - in political, ideological, social and literary aspects. In order to characterise the literature of this period, besides the terms Soviet, postwar, social realism, more often a term normative literature is used. Though, a distant period of time, a changed situation of literary communication, cultural context separate the mentioned epochs, it is possible to draw a visible analogy of a textual structure. The works of both normative didactic prose of the 19th century (works by J. Rupeika, J.S. Dovydaitis, P. Gomalevskis, M. Valančius) and normative prose of the 20th century (works by A. Vienuolis, A. Gricius, J. Marcinkevičius) are chosen to be an object of comparative analysis. The following similarities of textual structure and poetics are discussed: 1) the textual model; 2) the rhetoric of an example, the opposition of positive and negative character; 3) contrastive depiction of settings; 4) collective character; 5) thesis-like narration (open moralisation, inserts of declarative calls etc.); 7) the actualisation of particular themes and problems (exaltation of piety, the idea of temperance, showcase of advantages of a soviet man’s lifestyle, propaganda of atheism etc.). These texts are unified by an active position of the addressant. Both the didactic strategy of writing of the 19th century and the so called method of social realism of the middle of the 20* century are means of literary creation having strict boundaries, dear conventions and producing canonic texts. Structural analysis allows us to recognise the analogy of the texts of both types.Another relevant factor for the works of the mentioned periods is the influence of literature of neighbour states. Early Lithuanian prose of the 19th century got the experience from Polish didactic works (J. Chodźko and others); and normative postwar prose of the 20th century got the experience from Russian proletarian cult poetry and early Soviet prose works (D. Bedny, E. Gladkov etc.). The imitation of common structural model of a literary work is obvious. On the other hand, we clearly see the tendency of “Lithuanianisation” of a text both in the 19th and 20th centuries. A comparative analysis of didactic and normative Lithuanian prose and a consideration of the influence of Polish and Russian written works reveal the following aspects: 1) literary models are easier harrowed when national literature does not have a strong core, 2) it is borrowed from those neighbour literatures which are associated in sociocultural context etc. (a link between Lithuanian and Polish cultures of the 19th century; colonial politics of Soviet Union towards culture in the 20* century), 3) to borrow a text with elementary organisation is more convenient, 4) the borrowings are “mechanical”, forthright, the material of literary works mostly is “Lithuanianised” (names of characters, geographical space etc.). Obviously, those texts which are created on purpose of didactic or ideological communication speak to the addressee in a poster-manner, normatively. An aesthetic dimension of such works is rather problematic. [From the publication]