ABSTRACT
In Brazil, debates about the inclusion of gender and sexuality in early childhood education (ECE) are fraught with tension. The debates are set against the pro-feminist movements that support the inclusion of discussion on gender and sexuality in Brazilian ECE and the rise of conservative groups that reject such discussion as unwarranted, using religious and cultural norms to prevent more progressive ways of considering ECE. In this chapter, we present findings from a qualitative study based on empirical data from semi-structured interviews with 36 Brazilian ECE teachers. The findings concern interviewee teachers’ perceptions of gender and sexuality in ECE and the impact on their pedagogical work. The findings indicate that cultural beliefs and a lack of national educational policies and support for the inclusion of discussion on gender and sexuality in ECE affect how teachers challenge and support the conservative agenda.
