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This article, the result of a dialogue between a Master’s and a Doctorate researches, is based on the Latin American Postcolonial Studies (QUIJANO, 2005, 2007; MIGNOLO, 2005, 2011; WALSH, 2008; SARTORELLO, 2009) and it discusses the Education of Ethnic and Racial Relations, starting from an enquiry of modern society’s cosmovision, which is based on the colonial heritage (MIGNOLO, 2005, 2011). From the colonial matrix problematization of the race and racism we are increasingly inquiring the knowledge geopolitics and discussing the processes of decoloniality set by the Black Social Movements. Our goals are: a) present how the Black Social Movements in Brazil have been taking part in a proactive way of the changing possibilities in the structure of education, such as proposition and policy formulation of affirmative actions; b) analyze how these affirmative action policies in educational extent have influenced the National Curricular Guidelines (Diretrizes Curriculares Nacionais – DCN – in Portuguese); c) and analyze the relation among these policies and Critical Intercultural Education. For this purpose, from criteria of Content Analysis (BARDIN, 2004), we selected the corpus and proceeded to the documental analysis of the National Curricular Guidelines promulgated during the period from 2001 to 2011. The analysis show that the National Curricular Policy presents elements that open paths to the construction of a Critical Intercultural Education is a Decolonial Antiracist Pedagogy. Key words : Education of Ethnic and Racial Relations; Black Social Movements; Positive Actions; Interculturality.

EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS: UM CAMINHO ABERTO PARA A CONSTRUÇÃO DA EDUCAÇÃO INTERCULTURAL CRÍTICA