This study was established as an interpretive or phenomenological approach, based on a content analysis of the vision of future primary education teachers for education for sustainable development and its relationship with professional sustainability competencies. The sample consisted of 367 people—113 men, 247 women, and 7 who preferred not to say—with an average age of 21.82 ± 2.56, all of whom were studying for a Primary Education teaching degree at the Universities of Zaragoza and Granada in Spain. The content analysis process followed the phases proposed by Bardin: pre-analysis, based on an adaptation of the Cebrián and Junyent questionnaire; exploitation of the material, wherein the fragments to be coded were selected and coded one by one, by consensus between the three researchers; data processing and interpretation, using the QRS NVIVO 11 software. The main results show that respect, coexistence, and collaboration are the normative principles that regulate behavior and that the competencies related to education for sustainability have to do with managing emotions, critical thinking, clarifying values, and contextualizing problems. Furthermore, there is a lack of pragmatism that shows the need to develop the field of education for sustainable development through experiential, interdisciplinary, collaborative, and critical educational plans and projects.

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Este artigo examina as diferenças de gênero percebidas pelos estudantes na interação visual e tátil das tarefas de expressão corporal. Foi realizada uma análise contendo os diários de práticas de 34 alunos e alunas entre -22,26±2,87 anos- da Universidade de Zaragoza – Espanha. O tratamento da informação se realizou com o software NVIVO 8. Os resultados são que as tarefas de maior implicação emocional geram uma maior percepção das diferenças de gênero; as mulheres são percebidas como mais expressivas; existe uma preferência visual pelo sexo oposto; e os homens sentem medo por tocar as mulheres. Conclui-se que as tarefas de intervenção educacional que incorporam a interação tátil e interação visual devem ser programadas a fim de aumentar progressivamente o envolvimento emocional, e incorporar estratégias para facilitar a quebra com atribuições coercitivas de gênero que restringem a expressividade.