Flamenco is a traditional way of expressing values and knowledge from one generation to the next as part of informal education and is now a consolidated artistic genre in Andalusia. A legal framework was created to protect and promote flamenco as a unique element of Andalusian culture, and to incorporate flamenco studies into the official school curriculum. There is nothing written on what constitutes flamenco content or how it should be taught. We conducted a small phenomenological ethnographic study of women who teach a specific style of flamenco dance which is important in the field of teaching, namely the Escuela Sevillana, and we aimed to understand how they constructed the pedagogical content knowledge that enabled them to teach it in the public and private spaces where it is taught. The study design was qualitative and interpretive. The study population comprised all women teaching this style of flamenco dance. Data collection was through in-depth interviews, with a bibliographical review of relevant material for context. The results focus on interpreting and understanding the reality studied, and describing in detail how these dance teachers constructed the pedagogical content knowledge in order to teach it effectively. We draw the conclusions that there are various stages of teaching professionalisation, and experience-based learning is important for consolidation as a teacher.

Flamenco, declared Intangible Cultural Heritage of Humanity by UNESCO, has aroused a growing interest as a pedagogical resource in the educational field. This systematic review analyzes its implementation in classrooms during the last decade (2014–2024), applying the PRISMA methodology to scientific articles extracted from Web of Science and Scopus. After applying inclusion and exclusion criteria using the PICOS model, 23 peer-reviewed and open-access studies were selected. The results are grouped into five thematic lines: emotional and identity development; educational and social inclusion; heritage and cultural identity; methodological and technological innovation; and experiential learning. Qualitative approaches with case studies predominate, especially in Andalusian contexts. Relevant benefits are found in terms of inclusion, emotional expression and appreciation of cultural heritage. However, limitations persist, such as the lack of systematization, scarce specific teacher training and lack of longitudinal evaluations. Flamenco thus emerges as an educational tool with high transformative potential, although its incorporation is still ad hoc and dependent on individual initiatives. It is suggested that research with mixed approaches be encouraged, that its analysis be extended to other geographical contexts and that public policies be promoted to structurally integrate flamenco into educational systems.

Este estudio realiza una revisión sistemática sobre los beneficios de implementar estrategias inclusivas en la educación física para alumnado con diversidad funcional en Educación Primaria. Desde un enfoque teórico, legislativo y pedagógico, se reconoce la educación física como una herramienta clave para el desarrollo motor, cognitivo, emocional y social, favoreciendo la equidad y la participación plena del estudiantado. Se utilizó la guía PRISMA y el modelo PICOT para delimitar la pregunta de investigación, centrándose en niños de 6 a 12 años con diversidad funcional y analizando intervenciones inclusivas implementadas entre 2015 y 2025. Se consultaron bases de datos como Medline, PubMed y Google Scholar, seleccionándose finalmente 20 estudios relevantes. Los resultados muestran que metodologías como el aprendizaje cooperativo, el juego adaptado, la tutoría entre iguales, la narración y el deporte inclusivo favorecen la interacción social, la autoestima, la autonomía y la cohesión grupal. Además, se destaca la importancia de la formación docente, la planificación estructurada y la actitud del profesorado como elementos clave para una inclusión efectiva. Las intervenciones exitosas no solo benefician al alumnado con discapacidad, sino que también transforman la cultura escolar hacia una más justa y empática. Sin embargo, persisten barreras como la falta de recursos, la escasa preparación inicial de los docentes y la necesidad de una mayor coordinación institucional. Se concluye que una educación física verdaderamente inclusiva es posible si se combina formación continua, estrategias pedagógicas bien fundamentadas y un compromiso ético con la diversidad. Esta área se consolida así como un espacio privilegiado para la justicia social y el desarrollo integral, en el que todos los estudiantes pueden aprender, participar y crecer en igualdad de condiciones.

UNESCO included flamenco as part of Intangible Cultural Heritage of Humanity in 2010. In Andalusia, there is concern about the loss of flamenco traditions and dance forms. The 2023 Andalusian Flamenco Law aims to recover the essence of flamenco, Spain’s most representative art form, and teach it in Andalusian schools. The objective of this study is to contribute to the recovery of the teaching of traditional flamenco through a qualitative study (conducted via in-depth interviews) of all teachers of the Escuela Sevillana (Sevillian School), the paradigmatic female flamenco dance in Spain. The data were analysed using Atlas.ti. The results showed that flamenco teachers are concerned to preserve the essence of flamenco dance and have created their own experiential learning methods, reinforced by pedagogical principles commonly used in their teaching practice. A strong methodological foundation is necessary to effective-ly teach flamenco and begin the process of codifying its content.