Contributing to the discussion that questions sexist education and its permanence within the Chilean school system, it is decided to develop a study, which has as main objective to describe the gender representations of the novice teachers of basic general education, whose development framework Professional is Inclusive Education. It was framed in a descriptive qualitative approach, using semi-structured interviews as an information collection tool for an intentional sample of participants. Among the findings, it is highlighted that in the participants' speeches there is a transition in the gender category associated with biologic and also the sociocultural, while observing inconsistencies and contradictions in their speeches regarding Inclusive Education. Likewise, the conclusions highlight the proposals that participants indicate for the Initial Teacher Training programs within the framework of Inclusive Education, being the affectivity and performativity of the language those elements that affect the subsequent professional development.

Gender roles; Teachers; Inclusive education; Teacher education; Chile.