This thesis aimed to analyze the constitution of social representations of elementary school
teachers about ethnic-racial education and the implications of their pedagogical practice. The
study has as methodological theoretical reference the Theory of Social Representations with
procedural approach (MOSCOVICI, 2015; JODELET, 2001). The quantitative approach is
multi-method, with a descriptive and analytical methodology. We worked with ten teachers
from the Municipal School of Early Childhood Education and Elementary School, located
in the Guamá neighborhood of the city of Belém, Pará. Data collection techniques /
information used were the Free Words Association Technique (TALP), the questionnaire
and the semi-structured interview. The analysis of the data / information was made from the
content analysis and the mental map. The results show that the social representations of
teachers on ethnic-racial relations are expressed in the following images: School has the
potential to form respect for differences; School "unprepared" to work with diversity; The
school fights racism despite family education; The school is impotent in training for ethnicracial
education, which comes from the family "; The teaching of Afro-Brazilian and African
history and culture and education for ethnic-racial relations can contribute to the fight against
racism; Racism did not remain "intact" in school over time. It has at least partially
diminished; The implementation of a curriculum focused on socio-cultural diversity is still
a challenge at school; Training on the subject does not prepare teachers to teach in
accordance with new national guidelines; There is no adequate school planning for the
development of activities that combat racism; Laws can subvert racism-related relationships
in school. The meanings for this "school unpreparedness" - such as "lack of appropriate
teacher training for dealing with differences / diversity, non-involvement of all actors that
make up the school for the development of activities that combat racism; need to teach in
school values; fact that school education is not valued by society; the school depends on
society "- and the meaning for the" school that is potentially capable of training for respect
for differences "- such as the school mission to educate for citizenship and contribute to a
more solidary society" - were also revealed on the map mental relations about education for
ethnic-racial relations as "barriers" to the concreteness of this education in school. We defend
the thesis that the social representations of elementary school teachers on ethnic-racial
education - in a context of socio-cultural, political-legal, economic and educational changes
engendered by the Brazilian redemocratization process - present ambiguous perspectives
that in some moments can reproduce racism, prejudice and racial discrimination through
education, but in addition to sensitive changes to vision, a "symbolic territory" with "fertile
ground" for new changes to be realized in society and in the daily school life has been built
based on the intercultural perspective as a reference demanded by the students and driven by
the organization and mobilization of the Black Movement.
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