Abstract

ARIAS CORTES, Diego; GUTIERREZ GOMEZ, Juan Pablo  and  CARO LOPERA, Miguel Ángel. High school teacher irony: Functions and perlocutionary effects. Analysis of a representative sample. Leng. [online]. 2021, vol.49, n.2, pp.338-364.  Epub July 07, 2021. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v49i2.11003.

This article is derived from a research project that inquires into the perlocutionary effects and functions of verbal irony in the classroom. Data consists of direct conversations with 104 teachers of Middle and High Schools in the public sector in Quindío, Colombia. The research design is qualitative and of historical and hermeneutical nature and grounded on a pragmatic-socio-discursive perspective of verbal irony. Two lines of results are discussed: 1) the main functions of irony; 2) the perlocutionary effects of irony in the classroom of secondary education. After this analyses, pedagogic and methodological implications of the function and effects irony has in the classroom are discussed. Conclusions include a definition of irony as a rhetorical, socio-discursive, carnivalizing, pedagogical and didactic strategy for constructive dialogue with the new generations.

Keywords : perlocutionary effect; irony; high school teacher.

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