Traditionally, the PE teacher with the highest status was the white, heterosexual male, with a muscular body and belonging to a good socioeconomic level. These stereotypes are subject to socio-political factors that determine power structures and “the way forward,” which generated clear discrimination and social injustice. In this sense, and taking sexual identity as a reference, the objective of this research is to analyze the discourses of 8 homosexual physical education teachers who acknowledge having felt discriminated. This analysis is carried out from the intersectionality approach and the theory of social justice. A qualitative methodology is used, employing individual interviews with each teacher, their reflective personal diaries and a focus group with all of them as a techniques. Analysis of the results focused on identifying emerging patterns and meanings from the data collected, interpreting the narratives and relevant themes to construct final categories. The results showed how, behind an apparent acceptance, teachers felt a high level of discrimination in many areas just because they are homosexual. This discrimination, from both students and fellow teachers, makes them question whether they are good PE teachers, and at times they considered leaving the profession. In addition, the fact of being a woman, being black, or not complying with the dominant body typology, is a source of even greater exclusion.
