El humor en la enseñanza: perspectivas, problemáticas y aplicaciones

• Manuel Tizón Díaz ^[1]
  1. [1] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
• Localización: Revista de Psicología, ISSN 0556-6274, ISSN-e 2422-572X, Vol. 19, Nº. 2, 2020 (Ejemplar dedicado a: Vol. 19(2) (2020) / Dossier: Sexo, género y psicoanálisis), págs. 88-106
• Idioma: español
• DOI: 10.24215/2422572Xe072
• Títulos paralelos:
  • Humour in teaching: perspectives, problems and applications
  • Humor no ensino: perspectivas, problemas e aplicações
• Enlaces
  • Texto completo
• Resumen
  • español

    El humor ha sido empleado como herramienta educativa en diversos contextos y culturas. A través de este estudio se examinan algunas fuentes de referencia en este campo. En primer lugar, vemos que el humor y el aspecto social y psicológico guardan una estrecha relación, ya que el humor tiene una implicación directa con nuestra manera de relacionarnos y comportarnos. Entendiendo este aspecto, se deja allanado el camino para conocer cuáles son las variables del humor en la enseñanza, tanto desde el punto de vista del alumno como del docente. De todo ello, se extraen una serie de recomendaciones a tener en cuenta para los profesores que deseen embarcarse en esta práctica. Por último, se encuentran lagunas de investigación por cubrir aún hoy en el estudio del humor y la enseñanza.

  • English

    Humour has been used as an educational tool in various contexts and cultures. Through this study, we examine some reference sources in this field. First of all, we see that humour and the social and psychological aspect are closely related since humour has a direct implication with our way of relating and behaving. By understanding this aspect, we can find out which are the variables of humour in teaching, both from the student's and the teacher's point of view. From all this, a series of recommendations are drawn up for teachers who wish to embark on this practice. Finally, we identify research gaps that still need to be filled in the study of humour and teaching.

  • português

    O humor tem sido usado como uma ferramenta educacional em vários contextos e culturas. Através deste estudo, examinamos algumas fontes de referência neste campo. Em primeiro lugar, vemos que o humor e o aspecto social e psicológico estão intimamente relacionados, uma vez que o humor tem uma implicação direta com nossa maneira de nos relacionarmos e de nos comportarmos. Ao entender este aspecto, podemos descobrir quais são as variáveis de humor no ensino, tanto do ponto de vista do aluno como do professor. De tudo isso, uma série de recomendações é elaborada para os professores que desejam embarcar nesta prática. Finalmente, identificamos lacunas de pesquisa que ainda precisam ser preenchidas no estudo do humor e do ensino.

• Referencias bibliográficas
  • Arroyo, M. (1999). ¿Caben los chistes en el aula? Algunos principios para la aplicación del humor en clase y para su integración en los materiales...
  • Attardo, S. y Raskin, V. (1991). Script theory revis(it)ed: Joke similarity and joke representation model. Humor: International Journal of...
  • Aylor, B. y Opplinger, P. (2003). Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative...
  • Banas, J. Dunbar, N., Rodriguez, D. y Liu, S. (2011). A review of humor in educational settings: Four decades of research. Communication Education,...
  • Bennett M., Zeller J., Rosenberg L, McCann (2003). The effect of mirthful laughter on stress and natural killer cell activity. Alternative...
  • Bergin, D. (1999). Influences on classroom interest. Educational Psychologist, 34, 87-98. https://doi.org/10.1207/s15326985ep3402_2.
  • Bergson, H. (1986) Introducción a la metafísica: la risa. Porrúa. (Obra original publicada en 1903).
  • Bieg, S. y Dresel, M. (2013). Student perceptions of teacher humor forms and their relationship to instruction characteristics, learning indicators...
  • Blank, A. Tweedale, M., Cappelli, M. y Ryback, D. (1983). Influence of trait anxiety on perception of humor. Perceptual and Motor Skills,...
  • Bryant, J., Comisky, P. y Zillmann, D. (1979). Teachers’ Humor in the college classroom. Communication Education, 28, 110-118.
  • Carbelo, B. y Jáuregui, E. (2006) Emociones positivas: humor positivo. Papeles del Psicólogo, 27(1), 18-30.
  • Fernández-Poncela, A. (2012). Riéndose aprende la gente. Revista Iberoamericana de Educación Superior, 8(3), 51-70.
  • Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
  • Frymier, A., Wanzer, M. y Wajtaszczyk, A. (2008). Assessing students’ perceptions of inappropriate and appropriate teacher humor. Communication...
  • Gorham, J. y Christophel, D. (1990). The relationship of teachers’ use of humor in the classroom to immediacy and student learning. Communication...
  • Grande, V. (2005). A la lengua con humor: un ejemplo práctico a través de los cómics. Actas del Congreso ASELE, 16, 343-352.
  • Grisaffee, C., Blom, L. y Burke, K. (2003). The effects of head and assistant coaches’ uses of humor on collegiate soccer players’ evaluation...
  • Gruner, C. (1978). Understanding laughter: The working of wit and humor. Nelson-Hall. https://doi.org/10.12691/education-2-7-12.
  • Hay, J. (2000). Functions of humor in the conversations of men and women. Journal of Pragmatics, 32, 709-742. https://doi.org/10.1016/S0378-2166(99)00069-7.
  • Hess, J., Smythe, M. y Communication 451. (2001). Is teacher immediacy actually related to student cognitive learning? Communication Studies,...
  • Houser, M., Cowan, R. y West, D. (2007). Investigating a new education frontier: Instructor communication behavior in CD-ROM texts do traditionally...
  • Javidi, M. N. y Long, L. W. (1989). Teachers’ use of humor, self-disclosure, and narrative activity as a function of experience. Communications...
  • Kaplan, R. y Pascoe, G. (1977). Humorous lectures and humorous examples: Some effects upon comprehension and retention. Journal of Educational...
  • Kelley D. y Gorham, J. (1988). Effects of immediacy on recall of information. Communication Education, 37, 198-207. https://doi.org/10.1080/03634528809378719.
  • Kuipers, G. (2008). The sociology of humor. En V. Raskin (ed.) The primer of humor research (pp. 365-402). Mouton de Gruyter. https://doi.org/10.1515/9783110198492.
  • Long, H. (1983). Adult learning: Research and practice. Cambridge.
  • Martín, R. (1998). Approaches to the sense of humor: A historical review. En W. Ruch (ed.), The sense of humor. Explorations of a personality...
  • Martín, R. (2000) Psicología del humor: un enfoque integrador. Orion Ediciones
  • McMorris, R., Boothroyd, R. y Pietrangelo, D. (1997). Humor in educational testing: A review and discussion. Applied Measurement in Education,...
  • Meyer, C. (2000). Humor as a double-edged sword: Four functions of humor in communication. Communication Theory, 10, 310-331. https://doi.org/10.1111/j.1468-2885.2000.tb00194.x.
  • Neuliep, J. (1991). An examination of the content of high school teachers’ humor in the classroom and the development of an inductively derived...
  • O’Donnell-Trujillo, N. y Adams, A. (1983). Heheh in conversation: Some coordinating accomplishments of laughter. Western Journal of Speech...
  • Powers, T. (2005). Motivando a los estudiantes con humor. Association for Psychological Science. https://www.psychologicalscience.org/observer/engaging-students-with-humor?es=true.
  • Real Academia Española. (2019). Meme. En Diccionario de la lengua española (22.a ed.). Recuperado de: https://dle.rae.es/meme
  • Real Academia Española. (2019). Sonreír. En Diccionario de la lengua española (22.a ed.). Recuperado de: https://dle.rae.es/sonre%C3%ADr
  • Raskin, V. (1985). Semantic mechanisms of humor. D. Reidel Publishing Company. https://doi.org/10.3765/bls.v5i0.2164.
  • Rizo, M. (2009). Sociología fenomenológica y comunicología: Sociología fenomenológica y sus aportes a la comunicación interpersonal y mediática....
  • Sánchez, C. (1997). El aprendizaje de lenguas a través del humor. Encuentro. Revista de Investigación e Innovación en la Clase de Idiomas,...
  • Silva, M., Pelayo, P y Pelayo, A. (s.f.). Humor sapiens. Crear, vivir y pensar con humor. http://humorsapiens.com/citas-y-frases-celebres-humor.
  • Teslow, J. (1995). Humor me: A call for research. Educational Technology Research & Development, 43, 6-28.
  • Teven, J. y McCroskey, J. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication...
  • Torres, M. (1997). Teorías lingüísticas del humor verbal. Pragma Lingüística, 5-6, 435-448. https://doi.org/10.25267/Pragmalinguistica.2017.i25.
  • Wakshlag, J., Day, K. y Zillmann, D. (1981). Selective exposure to educational television programs as a function of differently paced humorous...
  • Wanzer, M. (2002). Use of humor in the classroom. The good, the bad, and the not so funny things that teachers do. En J. Chesebro y J. McCroskey,...
  • Wanzer, M. y Frymier, A. (1999). The relationship between student perceptions of instructor humor and students’ reports of learning. Communication...
  • Wanzer, M., Frymier, A., Wojtaszczyk, A. y Smith, T. (2006). Appropriate and inappropriate uses of humor by teachers. Communication Education,...
  • Zhang, Q. (2005). Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms. Communication...
  • Zillmann, D., Masland, J., Weaver, J., Lacey, L., Jacobs, N., Dow, J. et al. (1984). Effects of humorous distortions on children’s learning...
  • Ziv, A. (1988). Teaching and learning with humor: Experiment and replication. Journal of Experimental Education, 57, 5-15. https://doi.org/10.1080/00220973.1988.10806492.