The right to education: race and gender as structural axes Eliane Cavalleiro While blacks are 49% of the Brazilian population, racism and racial discrimination are present in every society, even in education systems. In Brazil, we find in our schools some elements that indicate a differentiated education for girls and black and white children, namely: a) The emotional aspect of interpersonal relationships in everyday school is an important element. Familiarity with the dynamics of schools to understanding the existence of a more effective treatment, as the giving of loving, likes, incentives, attention, among others, aimed at girls and white children. This is quite noticeable when the non-verbal behavior that occurs in the white teacher-student interactions is analyzed . These interactions are characterized by physical contact, accompanied by kisses, hugs and touches. On the other hand, as regards the relations established with black children, they keep a distance that becomes unfeasible physical contact and all the affection that this could convey. b) The non-verbal language held in the school space, expressed through social behavior rules and transmits markedly biased and discriminatory values, knowledge disfavoring respect for the black group. In other words, there is a language at the school that speaks by by silence gestures, behaviors, the type of treatment on the role, and the place reserved for the black in society. c) Another element which shows a difference of treatment refers to the near absence of signs or children's books express positively the participation of black people in our societies. All of struggle and resistance historical black are obscured. I was also noticed that there is not enough content about inequalities in society. These training materials laden with unfortunate images, show a socialization process marked by the Eurocentric culture, is committed to the hegemonic ideology and reproduce the ideology of blanqueamento/(whitening), reinforcing a as inferior, deformed and crystallized the image of the black. Justifying the deal socially meted out to him. Meanwhile, it strengthens relationships based on racial discrimination. Thus, it is apparent that schools and education professionals offered to pupils and students, black and white, differentiated opportunities to feel accepted, respected and positively participants of school life and society as a whole, because the racial origin conditions differential treatment at school. Corroborating the fact that this behaviors played inside schools, reproduces the traditional pattern of society. As a result, it threatens the coexistence of children in the process of socialization. For that, transforming school requires necessarily handle the essential problem: racist and sexist ideas in our societies that draw the school walls, through the body, deponent and