Publication: Versos por la igualdad: Intervención educativa interdisciplinar en torno al ODS 5 a través del Rap como recurso didáctico
Authors
Bravo-Fuentes, Paloma
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Publisher
Universidad de Murcia: Servicio de Publicaciones
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DOI
https://doi.org/10.6018/iqual.672591
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info:eu-repo/semantics/article
Description
Abstract
La presente investigación parte del compromiso con la Agenda 2030 y su Objetivo de Desarrollo Sostenible 5, proponiendo una intervención didáctica para fo-mentar la igualdad de género en Educación Primaria mediante la creación colectiva de un rap. Desde un enfoque interdisciplinar que integra las áreas de Lengua Castellana y Educación Artística, se plantea una experiencia educativa centrada en la creatividad, la reflexión crítica y el trabajo colaborativo. La metodología se basa en la investigación-acción educativa, donde la docente-investigadora lidera un proceso de cinco sesiones en un aula de cuarto curso con 25 estudiantes, utilizando estrategias del Aprendizaje Basado en Proyectos. Durante la intervención, el alumnado exploró los ODS, analizó letras de rap, debatió sobre estereotipos de género y co-creó una canción con mensajes de igualdad y no violencia. La evaluación se realizó mediante grupo focal, diario cola-borativo y observación participante, analizando los datos con codificación temática. Los resultados evidencian un grado de implicación emocional e intelectual por parte del alumnado, así como una comprensión significativa de los contenidos trabajados. Se concluye que el rap, como herramienta educativa, potencia el aprendizaje significativo y la construcción de valores sociales, permitiendo al alumnado posicionarse como agentes activos/as para el cambio.
This research is based on the commitment to the 2030 Agenda and its Sus-tainable Development Goal 5, proposing a didactic intervention to promote gender equality in Primary Education through the collective creation of a rap. From an interdis-ciplinary approach that integrates the areas of Spanish Language and Art Education, an educational experience focused on creativity, critical reflection and collaborative work is proposed. The methodology is based on educational action-research, where the teacher-researcher leads a five-session process in a fourth-year classroom with 25 stu-dents, using Project-Based Learning strategies. During the intervention, students ex-plored the SDGs, analysed rap lyrics, discussed gender stereotypes and co-created a song with messages of equality and non-violence. The evaluation was conducted through focus group, collaborative diary and participant observation, analysing the data with thematic coding. The results show a degree of emotional and intellectual in-volvement on the part of the students, as well as a significant understanding of the con-tents worked on. It is concluded that rap, as an educational tool, promotes meaningful learning and the construction of social values, allowing students to position themselves as active agents for change.
This research is based on the commitment to the 2030 Agenda and its Sus-tainable Development Goal 5, proposing a didactic intervention to promote gender equality in Primary Education through the collective creation of a rap. From an interdis-ciplinary approach that integrates the areas of Spanish Language and Art Education, an educational experience focused on creativity, critical reflection and collaborative work is proposed. The methodology is based on educational action-research, where the teacher-researcher leads a five-session process in a fourth-year classroom with 25 stu-dents, using Project-Based Learning strategies. During the intervention, students ex-plored the SDGs, analysed rap lyrics, discussed gender stereotypes and co-created a song with messages of equality and non-violence. The evaluation was conducted through focus group, collaborative diary and participant observation, analysing the data with thematic coding. The results show a degree of emotional and intellectual in-volvement on the part of the students, as well as a significant understanding of the con-tents worked on. It is concluded that rap, as an educational tool, promotes meaningful learning and the construction of social values, allowing students to position themselves as active agents for change.
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Citation
Bravo-Fuentes, P. (2026). Versos por la igualdad: Intervención educativa interdisciplinar en torno al ODS 5 a través del Rap como recurso didáctico. IQual. Revista De Género E Igualdad, (9), 165–180.
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