Educação infantil, gênero e sexualidade: uma revisão crítica da literatura

Abstract

Early childhood education has increasingly become a subject of debate in recent years, particularly in relation to gender and sexuality. Schools have historically operated as spaces of surveillance and punishment for those who challenge or blur cisheteronormative boundaries. In the current context of rising ultraconservatism, these institutions have become increasingly hostile, especially toward individuals who subvert normative expectations. This article aims to conduct a critical analysis of Brazilian scholarly production on gender and sexuality within early childhood education, based on an integrative literature review conducted through the SciELO and CAPES Periodicals Portal databases. Fourteen articles were selected, revealing significant gaps in teacher education, the reproduction of gender stereotypes within institutions, and the importance of formative interventions aimed at dismantling prejudice. The findings highlight pedagogical practices that reinforce cisheteronormativity and emphasize the need to rethink educational curricula and policies. This study underscores the importance of expanding the debate on gender and sexuality from early childhood, stressing the school’s transformative role in building a more equitable society. Therefore, this article seeks to contribute to the strengthening of public educational policies that address gender and sexuality in early childhood education, as well as to the deconstruction of stigmas and prejudices that persist in school environments and continue to reverberate throughout society.