This article's intent is to analyze the difficulties and successes of public school students and faculty in the development of pedagogical practices supporting the implementation of Law 10.639/2003. This critical reflection looks to contribute to discussions about Ethnic-Racial Relations Education and in order to do that, we utilize interviews and observations realized at schools in four northeastern States during the national research "Pedagogical practices with ethnic-racial relations in the school from the perspective of Law 10.639/2003". We analyze interviews conducted with school directors, pedagogical coordinators, and teachers, as well as with discussion groups comprised of students from six different schools of the region, about themes such as: the constitution of ethnic-racial identities, access to educational material, and information about Brazilian and Afro-Brazilian culture. The discussions and interviews showed that, despite some positive experiences, the majority of the faculty, directors, and employees of the schools under investigation were in need of information and knowledge about the Law 10.639/2003, about the National Curricular Guidelines for Ethnic-Racial Relation Education and for the Teaching of Afro-Brazilian History and Culture, as well as about other helpful documents concerning ethnic-racial relations education, thus hindering the implementation of intercultural pedagogical practices that contribute to the constitution of educational spaces in which difference and diversity are respected and valued.
Law 10.639/2003; Brazilian Northeast; education; pedagogical practices