The present investigation, situated within the interdisciplinary field of Women's Studies, aims to comprehend the "origin and problematization of gender" within a socio-historical context. It seeks to understand the role of the 1st Cycle Basic School and Kindergarten in the (de)construction of Gender Stereotypes, and how education (re)produces these stereotypes according to teachers' narratives. The chosen object of study is "The school as a social agent in (de)constructing Gender Stereotypes," with the aim of gathering information through semi-structured interviews with teachers from the 1st cycle of Basic Education and Kindergarten in a school located in the South Bank area of the Lisbon Metropolitan Region within a Municipality of the Setubal District.

The general objective of this investigation is to comprehend the conceptions of Gender Stereotypes, viewing education as a mechanism of (de)construction. Based on this overarching goal, several specific objectives were delineated, including understanding the perceptions of 1st Cycle and Kindergarten teachers regarding social gender roles and gender stereotypes within the school environment.

In summary, the study conducted is qualitative and exploratory in nature, aiming to interpret and comprehend teachers' perceptions concerning gender issues and stereotypes. Data collection involved semi-structured interviews conducted using a script containing targeted questions, allowing for exploration through the teachers' responses.

The findings indicate that teachers view the school as a significant (re)producer across various levels, encompassing sexism, stereotypes, gender roles, socially acceptable behaviors, modes of thinking, decision-making, and more. Consequently, inclusive education emerges as a potentially transformative force for societal change and the inclusion of marginalized groups.