School is one of the places where we spend a significant portion of our lives and, as such, has a strong impact on our intellectual and social development. Through the social and ideological debates of today, we have the opportunity to reimagine many social environments, with school being one of them. It is within the school that the teaching and learning process takes place, and it is during childhood that this process is pedagogically mediated through play. Thus, this manuscript seeks to reflect on the relationship between school, play, learning, and gender conceptions, and how such conceptions can present themselves as barriers to children's development. The study is conducted through bibliographic and documentary research, with a qualitative analysis of the data. Our research reveals that there are, indeed, various benefits to eliminating gender boundaries within the teaching and learning process of children, and that by perpetuating such conservative ideals, we are limiting the experiences of this process.
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