Sánchez-Duque, Carmen GloriaChacón-Gordillo, PedroBarros-Rodríguez, Francisco2025-08-282025-08-282025-08-15Youth Theatre Journal, (2025) p.1-16.0892-9092https://hdl.handle.net/20.500.12254/4290This case study analyses dramatization and the language of theatre of animated forms as socio-educational pedagogical tools, implemented in two third-grade classes at a school in Spain. The study introduces strategies from theatre pedagogy, such as dramatic play, with the aim of assessing how pupils are able to reflect on gender equality through dramatizations that encourage the discovery of body expression, shadows, masks, space, and the collective. This experience and theatrical training demonstrated that pupils developed the ability to express themselves both physically and verbally regarding gender inequalities, while also gaining self-confidence, empathy, and collaboration throughout the process. The study concludes that dramatization and the language of animated forms are strategies that enhance divergent thinking and action, serving as a pathway toward self-awareness and rethinking gender perspectives.enAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)Theatre of animated formsGender equalityBodyPrimary educationEmotionsArticlehttps://orcid.org/0009-0000-9651-2841https://doi.org/10.1080/08929092.2025.25270421948-4798