Pedagogical strategies for inclusion and equity in gender and sexuality in school Physical Education: a systematic review

Abstract

School Physical Education (SPE) is a space characterized by the pluralities and unique characteristics of students; however, it often fails to promote inclusion and equity regarding gender and sexuality issues, resulting in the marginalization of girls and the LGBTQIA+ community. This issue is often aggravated by teachers’ lack of pedagogical knowledge and insufficient initial training to address these themes. Given the shortcomings in teacher training and the issues of social exclusion in SPE, the objective of this study was to analyze the strategies employed by teachers and researchers in the field of SPE whose interventions promoted more inclusive and equitable environments regarding gender and sexuality. The methodology consisted of a systematic literature review using the PRISMA guidelines and the descriptors “School Physical Education AND Inclusion OR Exclusion AND Sexuality” across nine databases, considering studies published between 2017 and 2025 in Portuguese and English. From the 424 records initially identified, six intervention studies were selected for thematic analysis. The strategies were organized into two main approaches: (1) interventions in teacher education and (2) interventions in school practice. Training actions included the development of curricula and the use of conceptual and audiovisual resources to raise awareness among future teachers. In school practice, emphasis was placed on teacher–student dialogue, the use of transversal content, the introduction of non-traditional physical activities, and group discussions to problematize gender stereotypes and heteronormative behaviors. It is concluded that expanding the repertoire of bodily practices and comprehensive teacher training are fundamental for building more inclusive environments in SPE.