Resumen. En este artículo se presentan los resultados derivados de un proyecto de investigación subvencionado por el Ayuntamiento de Vitoria-Gasteiz, cuyo propósito es realizar el diagnóstico de la presencia de la coeducación en los centros escolares de la ciudad. Se presentan también los resultados obtenidos sobre las necesidades formativas que percibe el profesorado y sus actitudes y propuestas ante la formación en coeducación. Para la recogida de la información se han utilizado cuestionarios y realizado grupos de discusión. La muestra de profesorado participante mediante la cumplimentación del cuestionario está formada por 421 docentes y 49 personas pertenecientes a los equipos directivos de los centros. Para profundizar en los temas detectados en los cuestionarios, se han realizado cinco grupos de discusión; 2, con profesorado y 3, con alumnado. Los resultados ponen de manifiesto la necesidad de formación percibida por la mayor parte del personal docente y muestran posturas favorables a la misma y a la sensibilización del profesorado para la igualdad. Únicamente un 7,7% de las personas encuestadas piensa que estos temas no deberían ser responsabilidad de los centros, si bien un 84,4% estima que en los centros deberían contar con más recursos para integrar la práctica coeducativa en el quehacer diario. Los resultados concuerdan con otros obtenidos en investigaciones anteriores. Palabras clave: Coeducación; formación de docentes; rol sexual; igualdad de oportunidades; discriminación sexual.[en] Teacher training coeducational look Abstract. In this paper, the results from a research project funded by the Vitoria-Gasteiz Council are presented. Its purpose is to analyse the presence of coeducation in the schools of the municipality. Issues about training needs perceived by teachers, their attitudes considering coeducation and their own training proposals are also addressed. Questionnaires and focus groups were developed and carried out for data collection. The questionnaires were completed by a sample of 421 teachers and 49 members of the school management teams. In order to deepen on the issues derived from the results of the questionnaires, five focus groups were conducted, two with teachers and three with students. The results highlight that most teaching staff needs and is willing to be trained on this matter. They also agree that teachers require sensitization considering gender equality. Only 7.7% of the surveyed sample thinks that these issues should not be the educational centers' own responsibility; while 84.4% believes that schools should have more 1 El proyecto de investigación ha sido financiado por el Ayuntamiento de Vitoria-Gasteiz, Departamento de Educación.

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2 Homophobia and heterosexism: Spanish physical education teachers' perceptionsPhysical education is traditionally a heteronormative environment, despite current studies highlighting the existence of positive changes in sport towards sexual diversity. In Spain, physical education teachers' attitudes towards sexual minorities are an under-researched area. The current study identifies physical education teachers' perceptions towards homophobia and heterosexism in their lessons, raising questions as to whether societies are hostile or more tolerant in regards to gays and lesbians in sport. This experimental and cross-sectional descriptive research involved 170 Physical Education teachers from mixed schools, using a modified version of the original questionnaire of homophobia and heterosexism perceptions by Morrow and Gill (2003). Results show heterosexist and homophobic behavior is apparent in physical education lessons, with teachers aware of these behaviours. Furthermore, it is highlighted that students use homosexually-themed language as an instrument to discriminate against gays and lesbians. This language use is not common among teachers, although when it is present, it is clearer and more frequent amongst male teachers.

A presença de gays e lésbicas no esporte tem sido cada vez mais notória. Estudos realizados em países ocidentais mostram panoramas diversos, desde uma certa normalização em determinadas sociedades até à persistência de um clima hostil à diversidade sexual. Considerando, a ausência de estudos sobre esta temática na Espanha, o objetivo do presente artigo é descrever o discurso de estudantes universitários espanhóis sobre a explicação da presença de gays e lésbicas no esporte. No âmbito da metodologia qualitativa foram realizados dois grupos focais de nove estudantes cada e aplicada a análise de conteúdo aos dados coletados. Os resultados sugerem uma certa normalização inicial de gays e lésbicas no esporte, mais clara no caso das mulheres, mas apontam para uma rejeição latente e sutil expressa em cada uma das três formas de homofobia (afetiva, cognitiva e comportamental). No esporte os estereótipos sobre a homossexualidade geram rejeição por parte da sociedade, principalmente demonstrada por meio de agressões verbais.

Patriarchal dominance in our Western society has oppressed not only women but it has also isolated many men who did not comply with hegemonic masculinity patterns. The aim of this study is to know and analyse the experiences of a group of boys who practise rhythmic gymnastics, traditionally linked to the feminine reality. Within this interpretative paradigm, eight interviews has been done to gymnasts (8-19 years old), who practise rhythmic gymnastics in a competitive or amateur level. The boys express the familiar support that they have had when deciding to practise a traditionally feminine sport. However, many gymnasts have been insulted or mocked by other boys. Therefore, it is important to work with families in order to eliminate stereotypes and prejudices in this masculine discipline in the future. Similarly, rhythmic gymnastics must be promoted among boys, since a higher presence of boys in clubs would ease their reception among girls.