<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2528-7907</journal-id>
<journal-title><![CDATA[Revista San Gregorio]]></journal-title>
<abbrev-journal-title><![CDATA[Revista San Gregorio]]></abbrev-journal-title>
<issn>2528-7907</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Gregorio de Portoviejo ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2528-79072024000400062</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v1i60.3289</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Coeducación y género: concepciones y prácticas educativas del profesorado de Educación Física en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Concepción and practices of Physical Education teachers in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Norambuena.]]></surname>
<given-names><![CDATA[Samuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arriagada Sandoval.]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Saldías.]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2024</year>
</pub-date>
<volume>1</volume>
<numero>60</numero>
<fpage>62</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072024000400062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072024000400062&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072024000400062&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El tema de género en la Educación Física (EF) juega un papel importante en el proceso de enseñanza-aprendizaje y ha estado influenciado por un sesgo técnico-deportivo que oculta la práctica de los docentes especializados en esta área. La transición de clases segregadas a coeducadas a menudo no refleja el verdadero propósito de esta inclusión. Por ello, este estudio buscó examinar las concepciones de género y las prácticas docentes que presenta el profesorado de EF en establecimientos coeducados. Se utilizó una metodología cualitativa que analizó, con la ayuda del programa Nvivo versión 14, entrevistas semiestructurada a 7 profesoras/es de Educación Física que imparten clases mixtas. Entre los principales hallazgos se identificaron ciertos estereotipos que reflejan las concepciones de la Educación Física y las prácticas educativas del profesorado, donde aún persisten ciertos niveles de segregación y discriminación de género. Estos estereotipos, aunque sutiles, tienen un impacto significativo en la manera en que se entiende y se enseña la Educación Física, perpetuando roles de género tradicionales y limitando la participación equitativa del estudiantado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The topic of gender in physical education plays an important role in the teaching-learning process and has been influenced by a technical-sport bias that hides the practice of specialized teachers in this area. The transition from segregated to coeducational classes often does not reflect the true purpose of this inclusion. Therefore, this study sought to understand how physical education teachers address the issue of gender in their coeducational classes. A qualitative methodology was used, analyzing semi-structured interviews with 7 physical education teachers who teach mixed classes, with the help of Nvivo version 14 program. Among the main findings, certain stereotypes were identified that reflect the conceptions of physical education and the educational practices of the teachers, where certain levels of gender segregation and discrimination still persist. These stereotypes, although subtle, have a significant impact on the way physical education is understood and taught, perpetuating traditional gender roles and limiting equitable student participation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[coeducación]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[coeducation]]></kwd>
</kwd-group>
</article-meta>
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