This research work responds to the need to recognise the impact that teachers' gender imaginaries have on early childhood children, from an intercultural perspective, in the school environment. For the development of the research, a hermeneutic approach is adopted, congruent with the qualitative methodology, which allows to go through the diverse transformations that have been configured from the subjectivities of each human being and that have been permeated by intercultural, social, political and educational contexts. In this way, results are obtained that make it possible to visualise the route that the research work has taken and that, according to the different collection techniques, a set of elements can be perceived, which show that not in all cases do teachers replicate and transmit these gender imaginaries to children, due to the fact that from the family, as the first socialising agent, ideologies and customs begin to be established that are reproduced in the daily life of the child, meeting with citizens and educational agents.