Starting from a critical ecological approach, following the trend of feminist studies, the purpose of the research were to unmask the forms of gender oppression in educational contexts (transformative purpose) and to implemente transformative pedagogical practice in P.E. for gender equality (emancipatory purpose). Given the complexity of the school educational context and of the topic itself that intersects various domains of knowledge, a mixed methodological approach was adopted. First to build a configuration of the phenomenon object of interest through quantitative tools and then deepen it using qualitative techniques. The tools used were the questionnaire, structured interview, observations in situ, professional biographies and focus groups. In summary, the evidence that emerged in the literature and empirical, highlights the presence of gender stereotypes in P.E. lessons, taken in the form of unconscious practices that teachers reproduce following a habitus socialized in binary gender form and hierarchized. The sports world, where gender stereotypes are present for historical-cultural reasons and from which teachers often draw part of their professional knowledge, makes them unconscious participants of reinforcement of the stereotypes through the practices know as “hidden curriculum�. The term hidden underlines the lack of awareness of such practices. The possibility of revealing them requires specific training for teachers on the habit of reflection on teaching practices.