Teacher training in Child Education has been one of the major challenges faced by this stage of Basic Education in the current days. As one of the building blocks for the construction of pedagogical/political work guided by reflexivity, teacher training, both continuing and in-service training, should encompass and articulate the perspective of cultural diversity, gênero relations and identities, ethnic and religious issues, among others, as a condition for the identity of children from childhood education. In order to be a forum for dialogue, resistance and confrontation, the Child Education School should enable children to experience new postures, eyes, ways and feelings of understanding in the world in an interventional and free way. Thus, the full formation of you loses this experience in a creative game of belonging to a culture, permeated of traditions, beliefs and customs, while, as part of this universe, you feel capable of leaving the marks of their uniqueness. In this dimension, the aim of this text is to raise a number of questions about teacher training and teaching about relations between children and children in childhood education. He also presents the results of a research carried out with academies from different periods of a Pedagogia course, which sought to investigate the representations made by these students on teaching practices with children in childhood education and the teaching processes. As the main results of the research, it was found that this is still a little discussed in the social and pedagogical cotidy of the study participants; whereas there is a need to discuss the issue in schools with children, through play practices and specific projects for children and also with families; and that the university needs to invest more in discussions and studies on gênero relations