(DE)CONSTRUCTING STEREOTYPES: GENDER AND PLAY IN THE CONSTRUCTION OF INCLUSIVE PRACTICES IN EARLY CHILDHOOD EDUCATION

This study investigates the role of toys and plays in the construction and deconstruction of gender stereotypes within Early Childhood Education, based on the premise that the school environment is a central space for the reproduction or subversion of social norms. The research aims to analyze the relevance of these playful practices in pedagogical strategies and teacher training. Methodologically, a qualitative approach was adopted through a literature review, grounded in the theoretical contributions of Vygotsky, Louro and Benjamin to provide a critical reflection on childhood and gender issues. The results demonstrate that the act of playing has a potential for resignification that benefits not only gender issues, but the inclusion of all children in their singularities, combating attitudinal barriers. It is concluded that continuous teacher training is essential for educators to act critically in diversifying playful experiences. Such a stance is fundamental to ensuring Early Childhood Education based on equality, free from stereotyped impositions, and committed to the emancipation of subjects from early childhood.