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

María Asunción Herrero Gómez, Dominguez Patrícia

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

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.
Original languagePortuguese
Title of host publicationGramática e Texto
Subtitle of host publicationContextos, usos e propostas didáticas
EditorsTeresa Oliveira, Carla Teixeira, Isabelle Simões Marques, Rute Rosa, Matilde Gonçalves, Helena Topa Valentim
Place of PublicationLisboa
PublisherColibri | CLUNL
Pages189-208
Number of pages19
ISBN (Electronic)978-989-566-324-8
DOIs
Publication statusPublished - 2023

Keywords

  • Irony
  • Gueguería
  • Rhetoric
  • Didactic
  • Literary pragmatics

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