Identidad de género en las danzas folklóricas escolares: significados del profesorado de educación física

Introduction and Objective:Gender identity in school folk dances creates tensions with the nor-mative frameworks and gender stereotypes that characterise these practices, potentially influ-encing students' participation and experiences. The aim of the study is to analyse the meanings attributed to gender identity by Physical Education teachers within the didactic unit of folk dances.Methodology:A case study was carried out using phenomenological interviews to explore teachers' perceptions of gender identity in school settings where folk dances are taught.Results:Teachers perceive gender identity as an expression of subjective identity, which con-flicts with the traditional gender role stereotypes embedded in folk dances. While they value the inclusion of gender identity in these practices, they lack the pedagogical tools to critically reflect on and deconstruct such gender structures. The findings underscore the need to chal-lenge gender stereotypes in folk dances and reveal the limitations faced by teachers in address-ing this issue from a critical perspective. This highlights the necessity of developing specific pedagogical tools focused on gender and inclusion.Conclusions:It is crucial to promote educational practices in Physical Education that embrace a broader and more representative diversity of identity expressions. It is recommended to de-sign school curricula and teacher training programmes from a gender identity perspective, fos-tering inclusivity in the practice of school folk dances.