teaching and learning materials, materializing in the school everyday prejudice the students and black and white students. We know that according to Resolution 47/135 UN 1992, as stated in its article 4: States should adopt, where appropriate, measures in the field of education, to promote knowledge of the history, traditions, language and culture of the minorities existing within their territory. The people who belong to minorities should have adequate opportunities to gain knowledge of the society as a whole. In response to pressure from the black movement and also the provisions of the Declaration and Plan of Action of the Third World Conference Against Racism (Durban, 2001), the President signed in January 2003, a law that has become mandatory teaching History and Afro-Brazilian culture and African in Basic Education. In turn, the National Council of Education developed and endorsed the National Guidelines for Race Relations Education and Teaching of History and Afro-Brazilian and African Culture in education systems. These are understood as imperative measures for the transformation of racism in education systems, since the fight against racism, sexism and its derivatives in education. It is necessary that discriminatory practices are recognized and studied in the school daily, and that its harmful effects are known / recognized by the technical team of public administrations. Since the enactment of the law, the Ministry of Education has implemented some policies and actions. Yet past 5 years, we see that little has been altered in the school everyday. And from a scan of the actions and their results we can establish some considerations and recommendations. a) It is necessary to consider the need for a coordinated policy at national level. It is not enough the development of specific actions as therapeutic for the problem. More precisely, public policies to combat racism and sexism in education should consider the need for consistent establishment of wide policies, minimum 5 structural axes, namely: 1) inclusion of racial and gender subject in the school curriculum, to be worked in diverse disciplines; 2) Initial and continuing training of teachers; 3) training of managers and managers, technicians and others involved with the education system, with a view to analyze critically about the institutional and individual forms of racism and sexism. 4) evaluation and distribution of educational materials and specific didactics for anti-racist and anti-sexist education;