We have developed some times this exercise with () educators () e, in general, the process has shown provoking and very instigante. The levels of autoconscincia of the proper cultural identity meet, to a great extent, little gift and they do not costumam to constitute object of personal reflection. Many professionals of the education have affirmed in them, at diverse moments, that the first time where they had stopped to think on this thematic one had been for occasion of the considered exercises, that had certainly mobilized memories, emotions and experiences. In many cases, the exercises had made to arise histories of life, strong dramatical, where cultural questions had generated much suffering. The stories of discrimination and preconception, restrained and silenced for long time, had revealed, then, particularly strong. To express themselves, to say its word, have a deeply liberating effect, allowing that the experience of ' ' outro' ' if it approaches to ours.
Also the deepening of the thematic one of the Brazilian cultural formation if makes essential. Still ' is present in imaginary collective the call; ' myth of the democracy racial' '. To question the common places, the hegemonic readings of our culture and its characteristics, as well as of the relations between the different social and ethnic groups, they constitute another aspect that lacks to argue and to go deep. In the measure of the possibilities, another point to be worked is the interaction with different cultural and ethnic groups. The intention is to propitiate a reflexiva interaction, that incorporates antropolgica sensitivity and stimulates the entrance in the world of ' ' outro' '. We consider that all these aspects are important, in the teaching formation, so that better the curricular questions and the internal dynamics of the school are analyzed. The main intention is that the professor comes to discover another perspective, seated in the centralidade of the culture, the recognition of the difference and the construction of the equality. We wait, thus, to form educators who act as social and cultural agents the service of the construction of more democratic societies and jousts.