The theme of this work is “A look at teaching practices about Afro-Brazilian culture in the Quilombola School Antonio Fausto da Trindade”, with the general objective of analyzing the teaching of Afro-Brazilian culture in E.M.E.I.F. Antonio Fausto da Trindade, in Inhangapí-Amazônia-Pa, which is believed to have reached once it was known and understood in the teachers' speech the interfaces and relations between the mobilized knowledge and the school culture passed on by them. In this sense, research has confirmed that school knowledge and practices constitute a close dialogue with this culture, also in the process of transformation, when a new and significant content is integrated into the curricula. For this the methodology involved the bibliographical and field research, where the interview was applied with 14 questions open to 04 teachers of the mentioned school. In order to base the work we use Abreu (2008), Bittencourt (2004), Cuche (2002), Fonseca (2003), Freire (1983ª), Gadotti (2001), Geertz (1978), Gomes (2003) and others. We conclude that it was possible to analyze that the teaching of Afro-Brazilian culture in the school from the placement of the participants of the research, and that the school works thematic although it is of sporadic form. It is worth mentioning that this practice is very important for the formation of students living in the community, whether they are quilombos or not. It was also found that teachers are interested in the subject, even if they do not have the guidance of the competent bodies to carry it out in practice. It was also emphasized that this research contributed a lot at the moment of the application of the questionnaire, to a dialogue about the subject, to the identification of challenges and dilemmas that involves the practice of teachers, as well as to leave clues about new repositioning of practices considered relevant in school.
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