Abstract

Introduction: Gender-segregated organization in Physical Education classes has been a naturalized practice in many school contexts, generating debate about its pedagogical legitimacy and its role in reproducing stereotypes. Objective: This study analyzed the perceptions of teachers and students regarding gender segregation in a Chilean school, exploring the meanings attributed to the practice and its effects on the educational experience. Methodology: A qualitative case study was conducted using narrative accounts from students and semi-structured interviews with teachers, analyzed through an inductive and interpretive thematic approach. Results: The findings show that both students and teachers value gender separation positively, associating it with greater comfort, motivation, and better class organization. However, discourses that reinforce stereotypes also emerged, such as the association of strength and performance with males, and artistic activities with females. Discussion: These findings are linked to recent studies warning about the risks of perpetuating sexist structures through seemingly functional practices. The importance of strengthening teacher education with a gender perspective is emphasized, in order to promote coeducational approaches. Conclusions: Although gender-segregated Physical Education is perceived as beneficial, it is necessary to critically review this practice to move towards more inclusive approaches that respect student diversity. diversity. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.