Abstract

The main objective of this research is to understand the students' interpretations of gender inequality and equality in school Physical Education classes, being approached from the perspective of male and female students in two Chilean schools. We worked under a qualitative and phenomenological-interpretative approach. The population consisted of eight students in the third year of secondary school. Data collection was done with a semi-structured interview, applying a deductive-inductive content analysis. The results obtained show explicit situations of gender equality and inequality in Physical Education classes. Inequality was related to physical demands, opportunities, and segregation. On the other hand, gender equality was linked to teacher treatment and school environment. It is concluded that gender equality and inequality are cultural phenomena present in the Physical Education classes of the Chilean school context investigated. However, they are not rigid and stable phenomena, but are conditioned and influenced by the characteristics of the context and the subjectivity of each student.