This article reflects on the dilemmas and aporias underlying the processes of implementation of Law 10.639/2003 reaffirmed in research "Pedagogical practices with ethnic-racial relations in the school from the perspective of Law 10.639/2003" in NE region II, involving the States of Pernambuco, Paraíba, Alagoas, Piauí and Rio Grande do Norte performed in 2009 by UNESCO and MEC - Ministry of Education and coordinated by the Affirmative Action Program of UFMG. The research was qualitative, and used the methodological procedures of document analysis, interviews and field observations. The theoretical perspective endorsing the analysis was the critic transculturalism in the constitution stage. Authors who have endorsed this perspective are Santos (2003), Santana (2000), Assmann (1994), Benjamin (1994), Hall (2003), McLaren (1993), Munanga (1996a, 1996b, 1996c), Tinhorão (1991) and Todorov (1999). The results indicate that the Education of Ethnic-Racial Relations is only going to overcome their dilemmas and fundamental aporias, when the school education effectively incorporate the principle of human cultural diversity as the guiding axis of educational practices. This work also pointed to the State's need to develop structuring programs that articulate the processes of initial and continued training of teachers with the Centers of Afro-Brazilian Studies and the Working Groups of the state and municipal departments of Education dealing with Ethnic-Racial Educational Relations.
Education; Law 10.639/2003; critic transculturalism; ethnic-racial relations
