espanolEn este trabajo se analizan, cualitativamente, las percepciones de 1 9 docentes universitarios chilenos en relacion a las funciones de la Educacion Fisica Escolar, profundizando en la funcion de transformacion de las desigualdades de origen. Los profesores senalados participaron de dos grupos focales y la informacion producida, para su analisis, se analizo a partir de los procedimientos de fragmentacion y articulacion de la �Grounded Theory�. Se concluye que la educacion fisica escolar ha estado centrada, casi exclusivamente, en la transmision del status quo imperante y se ha alejado de su funcion focalizada en la transformacion de las desigualdades de origen, dada la existencia de una serie de dificultades, a saber: logica social, administracion politico � educativa, modelo tecnocratico de profesor y excesiva preocupacion por el rendimiento deportivo. Se proponen algunas lineas de trabajo que pudieran ayudar en la mencionada funcion olvidada: cambios en la formacion de profesores e incorporacion de planteamientos educativos mas inclusivos. EnglishWe analyze, in a qualitative way, the perceptions of 1 9 Chilean university lecturers about physical education functions in schools, especially in relation to the transformational function related to origin inequalities. The abovementioned professors participated in two focal groups and the information was analyzed taking into account the fragmentation and articulation procedures from the 'Grounded Theory'. The conclusion is that physical education in schools has been focused, almost exclusively, on the transmission of the status quo, and it has been increasingly separating from the transformational function of origin inequalities, due to several factors: social logic, educational-political administration, teacher technocratic model and the excessive concern about the children's physical performance. Some proposals are presented that could help to develop the forgotten transformational function: changes in the training of teachers and more inclusive educational approaches.