Resumo

CARO LOPERA, Miguel Ángel. Del humor/ironía a la ofensa en el aula: algunos factores detonantes. Enunciación [online]. 2021, vol.26, n.2, pp.217-230. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.18472.

This reflection article analyzes the factors that can trigger the shift from humor/irony to offense in educational contexts. It is based on two historical-hermeneutical research projects that inquire, through semi-structured interviews, into the place of teacher irony and humor, as well as their perlocutionary effects on students. Within the framework of a pragmalinguistic perspective that defines irony as a rhetorical, socio-discursive, carnivalizing, pedagogical and didactic strategy, and humor as a type of non bona fide communication based on incongruity, this text explores seven factors that could explain that blurred line between laughter and offense, namely the construction of an empathic discursive community, the vigilance of an unleashed informativeness, the reading of horizons of expectations, respect for a sacred memory, the caution to preserve the private, and the intuition of a vital urgency overcome. Such factors converge in the need for an attitude of tact and prudence by the teacher who assumes the awareness of language and the principle of Kayrós in the face of the non bona fide condition of these socio-discursive phenomena. In summary, the reflection focuses on the difference between laughing with (humor/irony that achieves pedagogical-didactic effects in the classroom) and laughing at (unsuccessful phenomenon prone to offense and disrespect).

Palavras-chave : humor; irony; language; school.

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