Resumo

BARRERA LINARES, Luis. Lenguaje inclusivo y lexicografía académica: ¿Quién quiere ser bachillera?. Enunciación [online]. 2021, vol.26, n.2, pp.255-268. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.18015.

This article analyzes the way the Spanish language word bachiller, ra has been registered in the Spanish Language Dictionary (Diccionario de la Lengua Española, DLE) in relation to gender-neutral language in order to diachronically determine the register and meanings of its masculine/feminine forms throughout the 1726-2021 period. Chronological monitoring was performed through the Nuevo Tesoro Lexicográfico de la Lengua Española and both 2001 and 2014 editions of the DLE. The results show that, in the case of this term, the incorporation of feminine-gender words relating to academic titles into public or institutional academic discourse does not always have to do with the internal position of the academies on the generic masculine, nor with its registration in the DLE or the current requirements on the inclusive forms of the feminine gender, given that this term was incorporated as an academic title for ladies in 1884. Regardless of the claims about invisibility and concealment, there might be other motives that seem to have influenced the resistance to the acceptance of bachillera in its feminine form, unlike other Spanish language titles such as arquitecta, ingeniera and psicóloga, for instance. Some pejorative meanings for bachillera (“talkative”, “indiscreet”, “loudmouth”, “meddling”, “petulant”) and its entrenchment in academic environments could have caused women to refuse to be titled or treated as such. Additionally, very few institutions title women as bachilleras.

Palavras-chave : lexicography; inclusive language; bachillera.

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