Herrero Gómez, María AsunciónPatrícia, Dominguez2024-03-262024-03-262023978-989-566-324-8PURE: 86548834PURE UUID: c585b69a-59fc-4884-9668-9e8d01003e22http://hdl.handle.net/10362/165460UIDB/03213/2020 UIDP/03213/2020This 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.196005967porIronyGuegueríaRhetoricDidacticLiterary pragmaticsbook part10.34619/qrh6-gr07