Inclusive Language in a Didactic-Digital Context: An Analysis of Linguistic Ideologies in Online Video Lessons and Comments

Abstract

This article aims to identify and analyze linguistic ideology underlying the theoretical treatment granted to inclusive language in a didactic-digital context (video class and online comments) of Portuguese Language, from theoretical perspectives of Anthropological Linguistics (Irvine; Gal, 2000; Kroskrity, 2004), queer theories (Butler, 1999; Pinto, 2014) and Linguistics (Câmara Jr., 1970; Castilho; Elias, 2015). The justification of this study lies in the focus on didactic-digital contexts of wide audience as spaces for diffusion and clash of linguistic ideologies that publicly regulate the language, making relevant the discussion undertaken. The specific didactic-digital context we researched is video lesson publications about inclusive language in the YouTube channel “Português com Letícia” channel. Considering that our empirical objects are inserted into the virtual world with written and audiovisual registers, the investigation method is documentary and netnography. The results indicate that there is a confrontation between linguistic ideologies, one in favor of inclusive language, and the other defends a conservative perspective of language. The clash between both ideologies is strained by a prescriptive order that voids possible variables of language usage for communicative and inclusive purposes, based on anchored and naturalized perceptions of common sense, since the formulation of colonialism ideals.