Análise semiolinguística de tecnodiscursos humorísticos sobre professores em teatro de improviso

Abstract

This dissertation investigates sociodiscursive imaginaries about teachers and the teacher–student–school relationship in the humorous discourse of improvisational theater, applying the Semiolinguistic Theory and its specific approach to humor. To this end, it presents a theoretical overview of concepts related to humorous discourse, drawing on Charaudeau (2006, 2008, 2019), Possenti (2008), and Travaglia (1989, 1990), as well as on sociodiscursive imaginaries as developed by Charaudeau (2007, 2022, 2025). It also employs Paveau’s (2021) Digital Discourse Analysis, with emphasis on the entry “online comments,” and concludes with discussions on the teaching profession supported by Nóvoa (2003, 2012), Tardif and Lessard (2012), and Arroyo (2013). The study is characterized as documentary research based on secondary data, adopting a inductive approach of a qualitative and descriptive nature. The corpus consists of seven (7) videos and their respective comments, collected from the YouTube channel of the Barbixas de Humor Company, covering the period from April 17, 2008, to April 17, 2025. For data analysis, categories from Semiolinguistic Discourse Analysis and Digital Discourse Analysis were used, organized to explain the speech act of technodiscursive humorous discourse and the speaker–interlocutor–target triad, as well as to describe the linguistic and discursive processes involved, reflect on sociodiscursive imaginaries about teachers and the teacher–student–school relationship, and analyze users’ stances in the comment sections of the videos, observing positions and meaning effects. The results indicate that technodiscursive communication situations are organized through enunciative layers (Martins, 2024) and that the analytical categories proposed by Charaudeau can be complemented by those of Possenti (2008) and Travaglia (1989, 1990), allowing for a more nuanced understanding of the production and interpretation of humorous discourse. The most recurrent imaginaries, based on belief-based knowledge, portray the teacher as a professional facing numerous challenges in school, including moral and sexual harassment and low pay; and the school as viewing education as a product, in which the teacher is the sole holder of knowledge to be reproduced. Additionally, beyond the categories proposed by Paveau (2021), explanatory discursive comments and referential discursive comments were identified. The findings reveal a predominance of social humor, with playful and cynical effects, and a strong presence of experiential knowledge that reinforces still-crystallized stereotypes about the teaching profession. The analysis of technodiscursive layers and online comments broadened the understanding of meaning effects, enabling an articulation between production and reception. As a contribution, the

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study advances research on humor and Semiolinguistics by integrating discourse, technology, and social imaginaries in the analysis of the humorous phenomenon.