Lenguaje inclusivo de género. Implicaciones sociales y lingüísticas para la construcción de una perspectiva dentro del contexto educativo

Abstract

The present research builds an educational perspective on gender-inclusive language (GIL) to observe, through an intervention carried out in an institution, how students perceive and understand this type of language. The study takes a journey that delves into linguistic and social phenomena, with a focus on non-normative neomorphological structures that have a prominent tension with the prescriptive use of language. The first part of the project establishes the foundation of GIL. Based on the conceptual information gathered on inclusive language as a problematic axis, the methodology is structured to intervene in an educational context previously chosen. The methodological route is divided into several stages. The first involves designing instruments, which are organized in two proposed categories: perceptions and knowledge. Then, these instruments are used in the intervention with the students of a tenth-grade and an eighth-grade class. Through fieldwork, data is collected and analyzed using a mixed approach that interrelates qualitative and quantitative aspects. The results show that although students recognize the issue of inclusive language in different digital, educational, and social environments, it is not necessarily something they fully understand. Based on the findings, guidelines are created to help lead these types of discussions in different educational environments in a dialogical manner, since these formative spaces are considered a primary space for promoting the development of critical thinking and argumentative skills.