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Irrespective of the existing provisions on gender equality, we must be aware that future teachers are carriers of their own cultural codes, as they are the product of the system from which they come. In this way, they create the most diverse gender stereotypes, which children can unconsciously transfer from the initial stage. Our research interest focused on finding out what positions future teachers take on gender stereotypes in relation to the use of information and communication technologies (ICT) in kindergarten. The results suggest that the respondents do not have rigid positions on gender, but it is possible that socially acceptable answers were presented here. For their positions on the use of ICT in the kindergarten they tend to use it and affirm that they would use it as a didactic tool in cases where boys and girls already express gender stereotypes. With this article we want to show the possibility of a connection between the digital literacy of future teachers and the critical assessment at the content level with regard to gender stereotypes.

Postura de practicantes docentes acerca del uso de las TIC y los estereotipos de género en los jardines de infantes