Our case study presents a Brazilian perspective on children's views of their teachers in early childhood education and care (ECEC), shaped by macro, meso, and micro contexts. On a macro-level, Brazil has made some achievements in educational policies towards gender equality. However, Brazilian society still bears marks from colonialism, where notions of gender are based on heteronormative ideals and binary assumptions, reinforced by the growth of conservative groups. These stereotypical ideas persist in social and political structures, which can be reflected in children's perspectives when interacting with other children and adults in ECEC. On meso and micro-levels, it is evident that children bring stereotyped beliefs from home and can also construct ideas about gender roles in the ECEC. The findings indicate that children notice a slightly gendered division of work when expressing that their male and female teachers have different roles in the group. By recognizing children's agency, the ECEC is configured as a social arena where children can counteract gender stereotypes deeply rooted in Brazilian society. The absence of goal-oriented and systematic pedagogical work becomes apparent when gender is not on the agenda in the ECEC setting. We argue that further discussions about educational policies related to gender in teacher training programs and continuous training for teachers are required to work more systematically and goal-oriented in order to offer children diverse ways of constructing gender in ECEC in Brazil.