Humour et implicite : Lecture en classes de CP de l’album Dis Papa, pourquoi les zèbres ne font-ils pas du patin à roulettes ?

Abstract

The recognition of humour requires the processing of implicit information (common references, especially playful intentionality). This article will analyse the didactic approach of this “part of implicitness specific to comic speech” (Moura, 2012) used during the reading of the children’s book Dis papa, pourquoi les zèbres ne font-ils pas du patin à roulettes ? (Quentin Gréban, 2006) in three first-grade classes, that is, the aspects highlighted by the teachers in this book - in which the humour falls into the absurd category (Jourde, 2003 ; Charaudeau, 2006) -, measures and activities put in place, and the resulting difficulties and limitations. This article will also analyse pupils’ perceptions and understanding of implicit information in these situations, through their verbal, oral and written productions.

Keywords

• humour
• absurdity
• implicitness
• understanding of humour
• book reading
• children’s books