La polarización en el aula de educación primaria: análisis del diálogo democrático sobre temas controvertidos polarizantes

This study examines polarization dynamics and democratic dialogue on controversial issues in sixth-grade classrooms. A qualitative approach was followed through an instrumental case study in a charter school in Barcelona, involving 30 students. Using surveys and categorical thematic analysis, five discourse categories on gender equality were identified, focusing on school and professional football controversies. Results reveal gender-driven polarization, with feminist and sexist discourses. While students positively value addressing these issues, their view of equality often lacks consideration of equity. Emotions play a crucial role, with tendencies toward constructing the enemy image in polarized contexts. The findings underscore the need for educational spaces fostering democratic dialogue integrating both emotions and critical reasoning.