Perceptions of physical education teachers towards the gender perspective

Abstract

Chile is in a process of changes at the level of educational policies in gender perspective, since it is a demand clamored by the educational community, as evidenced in the so-called feminist May 2018. Part of those changes include teachers, recognized as key factors if we want to advance in building an equitable and inclusive system. In this context, the present study aimed to identify the perceptions of Chilean physical education teachers in relation to gender. This was done through a qualitative methodology, with a case study design, using a semi-structured interview as an instrument. After the analysis, it was possible to identify the teachers' sensitivity to the subject, and at the same time their lack of theoretical knowledge on the subject. In addition, aspects that replicate gender stereotypes were found in the educational planning, such as in the learning units, particularly in sports and dances. On the other hand, sexist language is considered discriminatory and violent. Regarding inclusive language, there is widespread awareness of linguistic androcentrism. Regarding the disposition of the teachers towards LGTBIQ+ students, it is favorable, exposing as limitations to the parents, the infrastructure and idiosyncrasy of the establishments for their inclusion. Therefore, it is necessary to institutionalize gender education policies and train teachers on the subject, to promote inclusive, equitable and fair educational spaces.