Didáctica de la ironía: las greguerías. Análisis y reflexión teórica

This paper aims to develop a theoretical and didactic analysis
on a corpus of greguerías created by fourth-grade Spanish literature students (15-17 years old) attending a high school at Terrassa (Barcelona), to
compete in a literary contest (Sant Jordi 2021). This literary genre devised
by the writer Gómez de la Serna in the early 20th century is distinguished
by its short texts blending humor and metaphor. By means of its enunciative analysis, we aim to render the mechanisms students mobilized when
solving the task. To this end, we shall base on two theoretical proposals
developed round the concept of irony; namely that made by the French
linguist Eggs (2009), combining rhetoric, argumentation and pragmatics;
and that by the GRIALE Group (2004), a pragmatic one. Ultimately, the
purpose is to enumerate the principles upon which future didactic activities should be grounded.