The Reception of the Irony in the Classroom

Abstract

This article examines the most significant results of the research “The reception of verbal irony in the classroom. Analysis of the reflections of trainee and practicing teachers on their previous experience as students.” From a historical-hermeneutical interest, it analyzes 74 surveys and 32 semi-structured interviews addressed to students and graduates of the bachelor’s degree in Literature and Spanish Language of the Universidad del Quindío who have participated in subjects related to humor and irony, as part of an exercise memory that enhances their pedagogical practice. This article addresses two fronts of analysis: 1) the perception of irony during the school process; 2) the formative value of irony. From them, what previous studies indicate about metapragmatic awareness is confirmed and a favorable perception of irony is detected, as a preparatory-reparative of classroom environments and as an ally for cognitive development.