Predmet raziskave magistrske naloge je evolucija razvojnega romana v 20. stoletju, na primeru dveh del avtorja Alberta Moravije: Agostino in La vita interiore. Največja sprememba je zagotovo dejstvo, da mladostnik ne doseže (ne more ali ne želi) določene stopnje zrelosti, in zato se tudi ne zmore vključiti v družbeni sistem. Razvojni roman kot zvrst, se še vedno razvija in prilagaja družbenemu razvoju, vendar gre za različne oblike v primerjavi s prejšnjim stoletjem. Posebej smo analizirali dva glavna junaka romanov in razbrali, kako je potekala gradnja njune identitete. Poskušali smo ugotoviti v kolikšni meri so sposobni doseči določeno stopnjo zrelosti (oziroma, če jo avtor sploh dopušča). Rezultati so pokazali, da tudi pri razvojnem romanu dvajsetega stoletja ostajajo pomembni, vsaj kar se tematike tiče, odnosi s starši in spoznavanje spolnosti. Bolj specifična je protimeščanska kritika. Oba romana Moravije, ki ju obravnavamo, odločno izvajata takšno kritiko. Odpoved socializacije s strani osebe, ki nastopa v razvojnem romanu 20. stoletja, in še posebej v primeru Moravije, izraža negativen in kritičen pogled na družbo v katero so padli njegovi liki. Poskusni formativni proces izpostavlja številne uničujoče elemente, ki jih prinaša pozno kapitalistična družba.The argument taken into consideration in this thesis is the evolution of Bildungsroman in the twentieth century, supported with an example of two novels by Moravia: Agostino and La vita interiore. The change of major novelty is certainly the fact that the young person does not reach (cannot or does not want to) an adult phase and consequently fails to integrate into the system. The genre continues to find elaboration, but in different forms compared to the previous century, adapting to social evolution. We have analyzed the two protagonists of the novels and noted how their identitary construction takes place, trying to identify the extent to which they are able to reach a level of maturity (if the author grants it to them). What has come out of it is that even in twentieth century examples of the novel of formation, relations with parental figures and sexual initiation remain of considerable importance on a thematic level. The anti-bourgeois critique is more specific. Both works of Moravia considered here carry out such criticism in a decisive manner. The renunciation of socialization by the character in the twentieth century novel, and specifically that of Moravia, conveys a negative and critical view of the society in which his characters find themselves. The attempted formative process highlights many of the destructive elements of late-capitalist society.
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