2026-04-102026-04-102026-03-05https://repositorio.bc.ufg.br/tede/handle/tede/15218This dissertation investigates the self-care practices of female Early Childhood Education teachers aged 35 and older, seeking to understand how these women articulate self-care in the face of professional and personal demands, in a context marked by gender inequalities and the historical naturalization of female dedication to caring for others. The research is qualitative, with semi-structured interviews, and is based on theoretical categories related to care, intersectionality, the sexual division of labor, technologies of the self, experience, and self-narration. Preliminary data analysis indicates that, although the teachers recognize the importance of self-care, they face significant barriers, such as professional overload, domestic responsibilities, and institutional limitations, which strain the implementation of these practices. The interviews also reveal that self-care manifests itself ethically, subjectively meaningfully, and as a strategy of agency, allowing teachers to maintain well-being and autonomy, and to reflect on their personal and professional trajectories. Preliminary results highlight the need for institutional policies and practices that effectively support self-care and the appreciation of educators' physical and emotional health.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/CuidadoCuidado de siProfessoras da educação InfantilGêneroExperiênciaSelf-careEarly childhood teachersGenderSexual division of laborExperienceCIENCIAS HUMANAS::EDUCACAODissertação