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espanolResumen: En los ultimos diez anos, dos tendencias confluyeron en la educacion uruguaya: el impulso de politicas linguisticas de genero y de politicas promotoras de la diversidad. En este trabajo examino esa confluencia a partir de un libro de texto oficial y del documento que establecio las bases para su elaboracion, para indagar como se representa a las mujeres y como se relacionan esas representaciones con las practicas linguisticas. Evaluo en particular el uso del lenguaje inclusivo, componente principal de las politicas linguisticas de genero en el Uruguay. Del analisis se desprende que aunque existen representaciones mas equitativas de las relaciones de genero, persisten limitaciones en el abordaje de la diversidad social. El aporte de la lengua se restringe al lenguaje inclusivo, lo que implica a su vez una concepcion exclusivamente gramatical de la lengua, y no se problematizan las representaciones sobre las practicas linguisticas de las mujeres. EnglishAbstract: In the last ten years, two trends converged in Uruguayan education: the promotion of gender-based linguistic policies and diversity policies. In this article I examine this confluence from an official textbook and the document that established the guidelines for its elaboration, to investigate how women are represented and how these representations are related to linguistic practices. I particularly evaluate the use of inclusive language, the main component of gender-based linguistic policies in Uruguay. The analysis shows that although there are more equitable representations of gender relations, there are still limitations in the approach to social diversity. Contribution of language is restricted to inclusive language, which in turn implies an exclusively grammatical conception of the language, and representations about the linguistic practices of women are not problematized.

DE NIÑAS Y NIÑOS: LAS POLÍTICAS LINGÜÍSTICAS DE GÉNERO EN LA EDUCACIÓN PRIMARIA URUGUAYA