The present work studied racial issues at the Escola Família Agrícola de Porto Nacional –
Tocantins (EFAPN), aiming to collaborate with debates on the education of ethnic-racial
relations and the fight against racism. The main contribution is to point out ways for Federal
Law 10.639/2003, which included in the official curriculum of the teaching network the
mandatory theme “Afro-Brazilian and African History and Culture”, to be applied in rural
schools, in particular, those whose pedagogical proposal is the Pedagogy of Alternation. The
research is qualitative and presents a descriptive research model, based on a case study. In the
first chapter of the work, a systematic review of the literature was carried out in which
productions of empirical studies that deal with the application of the Law in rural schools
were searched in the databases. The second consists of reflections based on the participants'
responses through questionnaires, in order to investigate the pedagogical and curricular
experiences on teaching ethnic-racial relations at EFAPN. In the last chapter, the educational
method of Culture Circle, created by Paulo Freire, was used with students, teachers and the
management team, in order to identify the participants' experiences regarding the application
of Federal Law n. 10,639/2003. From drawings, the students represented their observations
regarding the cultural elements present in the landscape, on the journey from home to school.
With the help of the Iramuteq software, a similarity analysis was carried out, seeking to
understand the relationship between the interviewees' speeches and the ethnic-racial theme in
the light of the Law. The study concluded that such pedagogical propositions to combat
racism at school have social relevance, given that the results point to reflective paths as
strategies to boost ethnic-racial relations in rural education
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