The article analyses cultural diversity and racial-ethnic relations in education and considers educational policies, continuing education programs, and the perspectives of professionals working in public education. In the field investigation stage, interviews were conducted with two groups of teachers: Group 1 comprised professionals working in education and teaching in schools next to quilombola communities, and Group 2 comprised teachers taking continuing education programs. The results show the importance of educational policies and courses with contents about ethnic-racial relations, for the recognition of cultural diversity in the school institution.