Verses for equality: Interdisciplinary educational intervention around SDG 5 through rap as a didactic resource

Abstract

This research is based on the commitment to the 2030 Agenda and its Sustainable Development Goal 5, proposing a didactic intervention to promote gender equality in Primary Education through the collective creation of a rap. From an interdisciplinary 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 students, using Project-Based Learning strategies. During the intervention, students explored 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 involvement on the part of the students, as well as a significant understanding of the contents 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.