Pédagogie et humour: le rire comme moyen de construction d'un public attentif d'une salle de classe

• Autor(a) principal: Escallier, Christine
• Data de Publicação: 2009
• Tipo de documento: Artigo
• Idioma: fra
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.13/1941
• topic: Pedagogy; Humour; Classroom; Teaching laughter; Cultural laughter; Pedagogia; Humor; Riso cultural; .; Faculdade de Artes e Humanidades

Laughter is a phenomenon which achieves a conversion of the negative cline. By the effect “mirror”, humour thus acts on patterns of behaviour. In a more and more anxiogene society (i.e. anxiety producing), laughter has become a means of reducing its tensions. Can the resource to the pedagogy of humour then be one of the possible solutions to the unrest which too often reigns in a classroom? Can the teacher fight tiredness, indiscipline, even violence, anti-didactic responses and at the same time transmit knowledge while using irony and jokes? Starting from a reflexion on both social and cultural laughter, this article aims at analyzing the pedagogic dimension of humour in a paradoxical study context where humour and seriousness, flexibility and firmness, presence and distance will be together.