In this article we are interested in presenting insights into an ongoing research project in which we study the tensions and senses in dispute regarding the gender approach in the university teacher training course in Language Arts. In this regard, we intend to analyze critical incidents (Perrenoud, 1995) from self-registrations made by a teacher-in-training during her student-teaching period, recorded for this research with the aim of analyzing teacher mediation in context as an operation that seeks to uncover and question gender stereotypes with the students from what comes up in a Literature class at a secondary school. We shall also study her interest in legitimizing the students' voices, which were relegated to a subaltern position in relation to male hegemony (Molina Petit, 1994). Additionally, we shall look into the tensions that arise from the intervention in context regarding the students' corporalities - inasmuch as they are festive bodies (Diez, 2012) - and the teacher's body as a corporality withdrawn in itself; and their connections to the shame and the discomfort that are caused by the teacher's self-perception as a sexed being.