The object of this paper is the set of mechanisms that act in the production of gender identities, elected by the need to understand which the practices, speeches and events are used in the process of boys and girls‘ identities constitution in the early years of school. The theoretical contribution dialogues with authors of Gender Studies, among them: Scott (1995), Louro (1997, 2000, 2001) and Felipe (1995, 2007); authors that discuss Identity and Representation, such as: Silva (2000a), Hall (1997, 1999, 2016) and Woodward (2000); and authors who discuss the Childhood and the Child Education: Ariès (2014), Oliveira (2010) and Bujes (2001, 2010). In dialogue with the theoretical framework I used as a method the postmodern ethnography, which standard is the participant observation, the conversations, the writing and the translation of the information produced. The purposes were rewritten in order to include the new information produced giving other directions to the research; they are: Identify the gender meanings of the town and know how they are disseminated at the Maria Santos School; to notice how the absence of recess affects the constitution of children's identities, emphasizing their resistences; to explain the process of normalization the boys and girls‘ conducts through the practices and discourses, as well as the children‘s negotiations; to identify the effects of school events in the process of gender identities in the Child Education, emphasizing children's acceptances. As a result, I point out that gender identities are constituted by different school practices, as by events and / or school speeches. However, children are not passive in this process, in which they actively take part either in negotiating or resisting the impositions that aim to constitute them as boys and girls, future "real" men and women.
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