Abstract

The gender perspective in Physical Education has gained political, pedagogical and scientific relevance in recent decades. In that context, this study focused on understanding the lived curriculum of a gay student in her Physical Education teacher training in Chile from an emotional and experiential perspective. The method responds to a qualitative approach, based on the critical and interpretative phenomenological tradition. In its design it is a single case study. The study includes a 19-year-old participant who was in his second year of Physical Education Pedagogy at a university in the Metropolitan Region of Chile. The student's gender identity is male, and his orientation is homosexual. The student's gender identity is male and homosexual. The data collection techniques were the following three: a) semi-structured interview, personal diary and in-depth interview. The data analysis was of content, following a deductive-inductive path, which was carried out with the qualitative data analysis program ATLAS.ti 22. The results are grouped into four families of codes and nine codes, which allude to positive and negative emotions for subjective well-being, as well as the absence and presence of gender stereotypes in interpersonal relationships in the curriculum lived in different educational contexts. It is concluded that it is pertinent to approach in a critical and reflexive manner the gender issues in Physical Education teacher training, in addition to dialogically propitiating the student's contribution to the university curriculum, which would contribute to the democratization and reflexivity of the curriculum in teacher training. © 2025, Campus EDUCA SPORTIS S.L.. All rights reserved.