01613nas a2200145   4500000000100000000000100001008004100002100002900043700003000072245021800102856014900320300001200469490000600481520098000487                                       d1 aCarmen Caeiro Rodríguez1 aMartín Caeiro Rodríguez00aWomen s Intangible Cultural Heritage: a review of its keys for inclusion in primary education; [Patrimonio Cultural Inmaterial de las mujeres: una revisión de sus claves para la inclusión en educación primaria]  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-105009805889&doi=10.5281%2fzenodo.14982921&partnerID=40&md5=fc66be8d755df44ab1b0caa0199d304a  a446-4880 v53 aThis research highlights the importance of women s Intangible Cultural Heritage (ICH) in primary education and how its integration can enrich the curriculum, contributing to the development of a conscious global citizenship in contexts that exacerbate structural and gender inequalities. Through a literature review according to the PRISMA protocol, 26 articles from diverse geographies and methodologies were analyzed, using databases such as Web of Science and Dialnet. The findings reveal that ICH, transmitted mainly by women, promotes cultural identity and continuity, in addition to fostering respect for cultural diversity. However, there is a notable lack of specific pedagogical strategies for its effective incorporation into the primary education curriculum. The study underlines the urgent need for educational policies that value and preserve women s ICH, proposing learning practices that reflect the richness and diversity of this intangible cultural heritage.