Educational narratives around gender equality in early childhood

This article aims to analyze the narratives of educatio-nal agents about the construction of gender behaviors in early childhood, in a kindergarten in the municipa-lity of Medellin in Colombia from the methodology of narrative analysis. As a central result, it was found that educational agents have, from their personal in-terests, perspectives of equity with children, but that there are no systematic training processes or policies around this issue in early childhood, which makes efforts around gender equity are isolated and insuffi-cient in the face of social needs in this regard. As a conclusion, it is made explicit that the bodily eman-cipation and generic sex of boys and girls must start from early childhood and that this vital moment is not absent from the regulations of the phallologocentric and heteronormative matrices, but that it is precise-ly there that the different constructions of aesthetic political sensitivities that favor or not more equitable scenarios throughout life.