This thesis, through interviews with primary school teachers, studies their perceptions of childhood sexuality. The findings of this study highlight how teachers waver between different discourses regarding childhood sexuality, all of which have as a starting point the notion of childhood. They argue either that childhood innocence renders children’s sexuality absent or that children are characterized by immaturity, and therefore, even if they express their sexuality, they remain unable to be aware of it. Teachers refuse to help children in their efforts to get to know their body and desires, enhancing in this way, the power they possess. They do not realize that the use of space is gendered and that school, through the representation of sexuality in school textbooks and the one-dimensional heterosexual framework of marriage, family and gender roles, presents a clearly heteronormative view of “proper” sexuality. Sex education, although having been established and recognized as a means of effecting positive change with regards to these issues, is left out of the curriculum, since the identification of sexuality with the private aspect of life and of education with its public one, makes them weary of overcoming both their own prejudices and those of the parents of children and of society in general.