Laura Álvaro Andaluz
This study explores media literacy with a gender perspective as a critical tool for fostering a reflective and socially aware citizenry, particularly within formal education contexts. Using a qualitative, action-research approach, the investigation examines a didactic experience implemented in a 6th grade classroom at a bilingual primary school in Castilla y León, Spain. The proposal is aimed to analyze how media content reinforces gender stereotypes from an early age, shaping students’ self-perceptions and societal understanding. Through participant observation and field diaries, activities were conducted around advertising, textbooks, and toy catalogues. Findings revealed a prevalent normalization of gendered messages and a lack of female representation in educational materials. These observations prompted structured debates and critical reflection among students, which progressively led to deeper questioning of traditional gender roles. The project demonstrated that integrating critical media education within a cross-curricular framework—not limited to specific subjects—can effectively develop students’ critical thinking skills and challenge ingrained biases. The study concludes that such pedagogical practices are replicable and valuable across educational stages, contributing to a more equitable and inclusive media culture. It also emphasizes the need to embed gender-sensitive media literacy as a foundational component of contemporary curricula to counteract structural inequalities reproduced through media narratives.