Creencias del profesorado de Educación Física sobre la diversidad sexo-género en instituciones educativas del norte de Chile

Introduction and Objective. The inclusion of gender diversity in the school system constitutes a challenge for Chilean education, especially in traditionally normative areas such as physical education. The objective of this research was to analyze the beliefs of physical education teachers regarding gender diversity in educational establishments in the city of Iquique, Chile, exploring how these beliefs impact pedagogical practices and the school experience of LGBTIQA+ students. Methodology. A qualitative approach with an interpretive-hermeneutic orientation was used, and data were collected through semi-structured interviews. The analysis was conducted using content analysis and narrative analysis techniques. Results. The results revealed a fragmented and superficial inclusion of gender diversity, marked by reactive actions, teacher ignorance, a lack of pedagogical strategies, and a binary conception of gender. Likewise, a "silenced inclusion" was identified, relegating the treatment of these topics to the informal level or to the individual initiative of teachers. In comparison with other studies, the findings point to the lack of initial and ongoing training in sex-gender diversity as a structural barrier. Conclusions. This research emphasized the particular role of physical education as a disciplinary space for the body that reinforces gender normativity, with little epistemic questioning. It is concluded that physical education has transformative potential if it is reconfigured from an inclusive and critical perspective that legitimizes all corporalities and identities within the school environment.