Adults and gender in early childhood education in diary entries

Abstract

This article looks at the influence of the binary gender division in society on the work of teachers in Early Childhood Education. It examines the expression of gender in children's play and attitudes, as well as the possible perpetuation of this binarism in teachers' practices. The concept of gender as a social construction is explored, distinguishing it from biological sex, and how sexuality and affectivity influence this equation. Using a qualitative approach, class diaries are analyzed from a period in which the author worked as a researcher and pedagogical coordinator in an Early Childhood Education school. Examples of pedagogical interventions to challenge gender stereotypes and promote inclusive education are discussed. The conclusion is that it is essential to question and redefine gender norms in education, seeking new pedagogies that allow the free expression of children's identities and the deconstruction of prejudices.