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The aim of this research was to verify, analyse and interpret the perception of teachers who teach in early childhood education and the initial years of primary school, as well as their pedagogical practice in relation to gender issues and sexual diversity in schools. Our bibliographic base was Guacira Lopes Louro, 2014; Richard Miskolci, 2015; Beto de Jesus, 2008; Secretariat for Continuing Education, Literacy and Diversity - SECAD/MEC, 2007; National Curriculum Parameters for Primary Education, 1997; and the National Curriculum Framework for Early Childhood Education, 1998. And, as a methodological basis, we had the support of Gil, 2008; and Minayo, 2001; in the approach of a qualitative research and the diagnosis obtained by the semi-structured questionnaire used among teachers of early childhood education and primary education, in public and private schools.